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VirtualPatients

Effective Clinical reasoning in Virtual Patients

Total Cost €

0

EC-Contrib. €

0

Partnership

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Project "VirtualPatients" data sheet

The following table provides information about the project.

Coordinator
LUDWIG-MAXIMILIANS-UNIVERSITAET MUENCHEN 

Organization address
address: GESCHWISTER SCHOLL PLATZ 1
city: MUENCHEN
postcode: 80539
website: www.uni-muenchen.de

contact info
title: n.a.
name: n.a.
surname: n.a.
function: n.a.
email: n.a.
telephone: n.a.
fax: n.a.

 Coordinator Country Germany [DE]
 Project website http://www.virtualpatients.net
 Total cost 199˙828 €
 EC max contribution 199˙828 € (100%)
 Programme 1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
 Code Call H2020-MSCA-IF-2014
 Funding Scheme MSCA-IF-GF
 Starting year 2015
 Duration (year-month-day) from 2015-07-01   to  2017-12-31

 Partnership

Take a look of project's partnership.

# participants  country  role  EC contrib. [€] 
1    LUDWIG-MAXIMILIANS-UNIVERSITAET MUENCHEN DE (MUENCHEN) coordinator 199˙828.00
2    THE TRUSTEES OF DARTMOUTH COLLEGE CORP US (HANOVER) partner 0.00

Map

 Project objective

The European Commission estimates in the report 'Patient Safety and Quality of Care' (2014)1 that each year 8 - 12% of hospitalized patients suffer from adverse events, including errors in diagnosis. One reason for the occurrence of such errors is a lack of clinical reasoning skills, a core competency that medical students have to learn during their studies (Norman 2005, Scott 2009). Clinical reasoning is often taught in face-to-face courses such as bedside-teaching, problem-based tutorials or during internships. Since the early nineties virtual patients (VPs) became more and more important in medical education to teach clinical reasoning skills (Cook 2009). The knowledge gap this project addresses was raised by Cook et al. (2009, 2010) and, until know, remains unaddressed. He concluded that there is no evidence how VP design variations influence clinical reasoning acquisition and that it is not fully understood how VPs teach clinical reasoning and how this process could be improved. Therefore, in this project research will be undertaken to develop and assess an effective clinical reasoning tool to be embedded into VPs, and create guidelines on how to implement the tool based on the outcomes of an interdisciplinary grounded theory approach. The success of the project builds on the applicant's strong expertise in creating, integrating, and researching VPs, as well as on her interdisciplinary background in medicine, medical education research, and computer science, which enables her to manage all aspects of the project. The project will have a major impact on the applicant's career development, enabling her to become an independent researcher and ultimately establish her own research group within the field of virtual patients. Such a detailed elaboration of clinical reasoning in VPs will improve students' diagnostic skills potentially leading to a reduction of diagnostic errors, avoiding unnecessary treatment and pain for patients and reducing healthcare costs.

 Publications

year authors and title journal last update
List of publications.
2018 Hege Inga, Kononowicz Andrzej A, Berman Norman B, Lenzer Benedikt, Kiesewetter Jan
Advancing clinical reasoning in virtual patients - development and application of a conceptual framework
published pages: , ISSN: 2366-5017, DOI:
JME Med Educ (in press) 2019-06-13
2017 Inga Hege, Andrzej A Kononowicz, Martin Adler
A Clinical Reasoning Tool for Virtual Patients: Design-Based Research Study
published pages: e21, ISSN: 2369-3762, DOI: 10.2196/mededu.8100
JMIR Medical Education 3/2 2019-06-13
2017 M. Urresti-Gundlach, D. Tolks, C. Kiessling, M. Wagner-Menghin, A. Härtl, I. Hege
Do virtual patients prepare medical students for the real world? Development and application of a framework to compare a virtual patient collection with population data
published pages: , ISSN: 1472-6920, DOI: 10.1186/s12909-017-1013-1
BMC Medical Education 17/1 2019-06-13
2016 Inga Hege, Andrzej A. Kononowicz, Daniel Tolks, Samuel Edelbring, Katja Kuehlmeyer
A qualitative analysis of virtual patient descriptions in healthcare education based on a systematic literature review
published pages: , ISSN: 1472-6920, DOI: 10.1186/s12909-016-0655-8
BMC Medical Education 16/1 2019-06-13

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The information about "VIRTUALPATIENTS" are provided by the European Opendata Portal: CORDIS opendata.

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