1. Virtual patient tutorials in the undergraduate paediatric curriculum Gareth Jones 1 Stephen Kempley 2 Mark Roberts 1,2 1 Institute of Health Science Education, Barts and The London School of Medicine and Dentistry, London 2 Blizard Institute, Barts and The London School of Medicine and Dentistry, London @G_Ljones G.jones@qmul.ac.uk

4. Less clinical time Broader curriculum with different emphasis More students on the wards Less individual opportunities for patient contact The need to diversify from didactic teaching

6. Safe environment to practice Repetition of key clinical topics Transferable skills Multiple uses e.g. summative & formative Control of own learning

7. Under-utilised Costly- Time and expertise Lacking human component Lack of feedback to and from learners Students Demanding more

8. Blended Learning Virtual patient - Tutorial

11. Virtual patient design Method Linear Branching Personalised- e.g. Name insertion and avatars Common paediatric topics: fever & urinary tract infection Evidence & guideline based Tailored feedback

13. Virtual patient design Method Tutorial design Linear Branching Personalised- e.g. Name insertion and avatars Common paediatric topics: fever & urinary tract infection Evidence & guideline based Tailored feedback Fourth Year medical students (n=21) prior to placement in paediatrics One tutor with knowledge of virtual patients and paediatrics Interactivity/Tracking using Nearpod tablet App & computer program Introduction addressing how/when/why Virtual patients are used Core part of tutorial with students completing Virtual patient Summary of session with Key learning points

14. Two parts: Part one via Nearpod (online app) Part two paper questionnaire Part one: Clinical focus Paediatric history, examination and guidelines Short answer questions & single best answer Part two:Tutorial/VP focus Likert scale: Satisfaction ratings & free text Content, feedback, Clinically realistic Evaluation design

15. Results BeforeAfter Statistical test - significance Percentage of history items correctly identified - Mean (SD) 56% (SD 14%) 98% (SD 6%) Paired Wilcoxon p=0.002 Correct physical examination identified (%)54%100%Fishers exact p=0.015 Correct guideline identified (%)8%85%Fishers exact p=<0.001

16. Results Free text statements : “We should have more VP sessions for other modules!” “Personally I like to supplement my knowledge with books” “Virtual, so safe!”

17. Discussion High levels of satisfaction Increased knowledge Students able to repeat in their own time How long was knowledge retained for? How much IT knowledge does a clinician have/need Increased independent student usage of VPs?

18. Take home messages Virtual patients in a tutorial setting are acceptable and lead to learning (..at least in the short term). Clinicians should be encouraged to embrace and utilise technology in teaching. Utilising virtual patients in more diverse ways may justify the time and expertise committed to their development

19. Acknowledgements Dr. Stephen Kempley Dr. Mark Roberts Ms. Karin Fernandez Dr. Charlotte Dinkel @G_LjonesG.jones@qmul.ac.uk Icons: FlatIcon.com

20. Virtual patient tutorials in the undergraduate paediatric curriculum Gareth Jones 1 Stephen Kempley 2 Mark Roberts 1,2 1 Institute of Health Science Education, Barts and The London School of Medicine and Dentistry, London 2 Blizard Institute, Barts and The London School of Medicine and Dentistry, London @G_Ljones G.jones@qmul.ac.uk