Use of virtual medical cases as a learning tool in medicine

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F21%3A50016997" target="_blank" >RIV/62690094:18450/21:50016997 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11150/21:10416257 RIV/00179906:_____/21:10416257

Výsledek na webu

<a href="https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1802297?journalCode=nile20" target="_blank" >https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1802297?journalCode=nile20</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/10494820.2020.1802297" target="_blank" >10.1080/10494820.2020.1802297</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Use of virtual medical cases as a learning tool in medicine

Popis výsledku v původním jazyce

Diagnostics-related errors made by medical students represent a considerable issue for the field, as they very often have negative consequences that reduce learning effectiveness. This study proposes a means of ameliorating problems with diagnostic reasoning and improving the learning process. The description of a virtual case, containing necessary information, is used within a knowledge-based system for evaluation of medical students’ diagnostic abilities. This system is grounded in a branch-oriented model, where every decision reveals part of the information about the patient in each iteration, depending on the diagnostician`s choice, which supports evaluation of the flow of students’ thoughts. By fostering the acquisition of “negative knowledge” about typical cognitive errors in the medical reasoning process, the system helps eliminate learners` errors specific to any type of situation that the system might be set up to address in any given case. Descriptions of teachers’ inputs, the process model, the evaluation procedure for student’s performance, and a method for configuring virtual patient cases are provided. Apart from the accuracy of the diagnosis, other aspects such as patients’ comfort and the cost of the diagnosis are also taken into consideration when evaluating students’ diagnostic process. © 2020 Informa UK Limited, trading as Taylor &amp; Francis Group.

Název v anglickém jazyce

Use of virtual medical cases as a learning tool in medicine

Popis výsledku anglicky

Diagnostics-related errors made by medical students represent a considerable issue for the field, as they very often have negative consequences that reduce learning effectiveness. This study proposes a means of ameliorating problems with diagnostic reasoning and improving the learning process. The description of a virtual case, containing necessary information, is used within a knowledge-based system for evaluation of medical students’ diagnostic abilities. This system is grounded in a branch-oriented model, where every decision reveals part of the information about the patient in each iteration, depending on the diagnostician`s choice, which supports evaluation of the flow of students’ thoughts. By fostering the acquisition of “negative knowledge” about typical cognitive errors in the medical reasoning process, the system helps eliminate learners` errors specific to any type of situation that the system might be set up to address in any given case. Descriptions of teachers’ inputs, the process model, the evaluation procedure for student’s performance, and a method for configuring virtual patient cases are provided. Apart from the accuracy of the diagnosis, other aspects such as patients’ comfort and the cost of the diagnosis are also taken into consideration when evaluating students’ diagnostic process. © 2020 Informa UK Limited, trading as Taylor &amp; Francis Group.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Interactive Learning Environments

ISSN

1049-4820

e-ISSN

—

Svazek periodika

29

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

231-246

Kód UT WoS článku

000557940400001

EID výsledku v databázi Scopus

2-s2.0-85089289832