NOVICE summer school 2011 (www.noviceproject.eu) Workshop: Virtual patients 2

2. Virtual patients/problems: Part 1 "Visionary" discussions about the use and cooperations VP-Scenarios in the UK (ChrisTrace) VP-Scenarios in Germany (Jan Ehlers) VP-Scenarios in basic science (Marta Kankhofer) “How could we cooperate in this field?” (all) 13.08.2011 2

3. Jan Ehlers Case based learning / Virtual Patients: "Visionary" discussions about the use and cooperations

4. The softwareweuse Card-basedlearningtool Combinationofanchoredinstruction(caseispresentedas a story), scaffolding (linear navigation) andcognitiveapprenticeship (expert solution) Easy touseauthoringtool Not onlyused in medicine but also in law, languageteachingandecologicepidemiology) Database medicine > 3.000 casesAatabaseveterinarymedicine > 300 cases Internationallyusedforlearningandassessment 13.08.2011 4

6. Scenarios Courses in presence Selfstudy Electivecourse Parallely tolecture Blendedlearning Continuingeducation Assessment Peer-to-peer 13.08.2011 6

7. Course in presence 13.08.2011 7

8. CASUS forself-studyatthe TiHo 13.08.2011 8 As electivecourses As a supplement (voluntaryfor all students) Neurology Anatomy Microbiology Virology Clinics Food hygiene Herd management eachelectedby ~ 40 students/y Clinical practicalyear Buiatrics usedby 25% usedby 75% BÖRCHERS M, TIPOLD A, PFARRER C, FISCHER MR, EHLERS JP: Akzeptanz von fallbasiertem, interaktiven eLearning in der Tiermedizin am Beispiel des CASUS-Systems. Tierärztliche Praxis K 38, 6 (2010) 379-388

9. Virtual Problems (PL) Marta isgoingtopresentthis in thenext talk!

10. Blendedlearning 13.08.2011 10 Clinical experience Histology Neurology Pathology E-learning KOCH M, TIPOLD A, FISCHER MR, VANDEVELDE M, EHLERS JP (2009): Erfahrungen mit einem interuniversitären E-Learning-Wahlpflichtfach, Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Freiburg im Breisgau, 08.-10.10.2009. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc09gmaTMV160

11. Coursescheme 13.08.2011 11 3 weeks Kick-off-Event (in presence) Concludingdiscussion (Presence and VC) Case 1 Discussion (Virtual classroom) Case 2 Case 3 Help byadministrators per email, dicussionboard, telephone

12. VETlife: Continuingveterinaryeducation 13.08.2011 12

13. E-Assessment 13.08.2011 13 Performance „in vivo“: MiniCEX (undercov. stand. patients) Does Performance „in vitro“: OSCE (stand. patients) Shows Knows how Procedurale knowledge: Key-feature, oral exams Knows Deskriptive/ elaborativeknowledge: MCQ, oral exams

14. Key-featureassessment 13.08.2011 14 Answer question 1 Answer question 2 Continuationvignette Continuationvignette Vignette Question 3 Question 1 Question 2

15. Key-featureexample 13.08.2011 15 11 KFQ, 40 examinees -> Cronbach´sα = 0,68

16. VP-Assessment Vetsuisse-Faculty University Bern European School ofAdvancedVeterinary Studies Examinationswith CASUS About 15-20 cards per case 2-5 cases per exam 13.08.2011 16

17. Peer-to-peerlearning (electivecourse) 13.08.2011 17

18. P2P – scheme (3-4 swh) 13.08.2011 18 Topics Formation of groups Presentation Literature research Case/ patient Documentation CASUS-creation Review EHLERS JP (2009): Peer-to-Peer-Learning in der tiermedizinischen Lehre am Beispiel von CASUS-Fällen. Diplomica Verlag, Bremen

19. “Non-analytic reasoning is a central component of diagnostic expertise at all levels. Clinical teaching should recognise the centrality of this process, and aim to both enhance the process through the learning of multiple examples and to supplement the process with analytical de-biasing strategies.” Norman G, Youn M, Brooks L (2009): Non-analytical models of clinical reasoning: the role of experience. Med. Educ. 14/12, 1140-1145

20. Thankyouforyourattention! 13.08.2011 20 Contact Dr. Jan P. Ehlers, M.A. E-learningconsultant University ofVeterinaryMedicine Hannover Bünteweg 2 – D-30559 Hannover +49-511-953-8054 jan.ehlers@tiho-hannover.de www.tiho-hannover.de

21. Tostartthediscussion… Whatcanwetogether do? 13.08.2011 21

23. NOVICE: ICT education13.08.2011 22