1. Training Against Medical Error (TAME)
Aim:
Create VPs to train against Medical Error
Avoidance of error
Embed Virtual Patient Medical Error cases into Partner Country Curricula
Transfer knowledge, skills, use super-regional networks to disseminate resources
TAME – Training Against Medical Error
3 year project – started in October 2015, 1.5 years into it
Funded by the EC Erasmus + programme
10 project partners – map, red to show error training
Aims
Face to face meetings – with workshops
Website

2. Why? Why do we need VPs? (1 of 2)
Provide students with an opportunity to develop and practice their clinical reasoning and decision making skills
Provide students with an opportunity to learn by making mistakes
Image
Past studies haves how shown that students remember when things go wrong.
Target avoidance of error by allowing student to make errors safely
Develop clinical reasoning skills in practice based elements of medical education –
Adapting existing traditional medical curricula to include interactive VPs - explore manage and solve problems while making mistakes
Bridge the gap between university and real practice – in these countries they have traditional teaching methods and often it is difficult for the student to relate that back to real practice
Allows students to think, make decision and see the consequences of those decisions
“..we tried and tried and still killed the baby! I will never ever forget that....” 2

3. Error case writing training
How?
VP repurposing workshop
Interactive PBL training
PC adapted curriculum
SGUL 6 paediatric cases (lot of info, reflect real life – when errors can happen)
PCUs repurpose the cases to local language and healthcare culture
Cases were tested with staff and students
Deliver in PBL using OL
Assessment instruments will be created – MCQs
PCUs will create 6 cases in a new subject area and implement within their clinical curriculum
For all training was provided – explain images
Error case writing training
Case review training

4. Evaluation TUTOR (57) experience survey LEARNER
Experience (1726)/motivation (248)
survey
TUTOR TRAINER (5)
written interview
Evaluation
Quantitative and qualitative methods (MCQs, Interview questions)
CASE implementation
written interview
CASE WRITER (adaptor) (30)
written interview
CASE WRITER (creator)
written interview

5. Findings Tutor trainers Students are more active and interested
Linear
Branched n
809
917
While working on this case, I felt I had to make the same decisions a doctor would make in real life.
4.04
4.09
After completing this case I feel better prepared to care for a real life patient with this complaint.
4.24
4.25
Overall, working through this case was a worthwhile learning experience.
4.43
4.44
Tutor trainers
Students are more active and interested
Leads to the development of clinical thinking
“this method of training using a virtual patient is very well merged into the system of medical education”
Case adaption
Differences in local culture and healthcare systems
Experience in writing good cases
Healthcare and terminology – differences in the term ‘partner’ difference in social care