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0079 Deploying virtual world and virtual patient technologies to deliver enhanced and less resource intensive clinical education for team inter-professional education (IPE): The US experience
  1. Peregrina Arciaga1,
  2. Parvati Dev2,
  3. Wm LeRoy Heinrichs3,
  4. Dick Davies4
  1. 1Charles R. Drew/UCLA School of Medicine, Los Angeles, CA 90059, USA
  2. 2Innovation in Learning, Los Altos Hills, CA 94022, USA
  3. 3Stanford University School of Medicine, Menlo Park, CA, USA
  4. 4Ambient Performance, London, UK

Abstract

Background/context Clinical Inter-professional education (IPE) is, by definition, a complex and resource intensive experience to both develop and to deliver. Its’ importance, as a required component of a clinical curriculum, is the core around which the delivery of a realistic health care team experience should be centred. The aim of this paper is to showcase an innovative deployment of IPE to clinical professionals outside the US. The Charles R. Drew University/UCLA School of Medicine have developed an innovative model using virtual world and virtual patient technologies and from this have implemented an alternative framework for delivery.

Methodology This framework deploys two technologies to deliver IPE. Virtual world technology enables clinical specialists and students to be ‘virtually’ co-present inside a ‘virtual ward’. ‘Virtual patient’ technologies provide students with multiple ‘patients’ running pathophysiological models that the students can interact with to assess and treat in real time inside these ‘virtual wards’. As importantly these two technologies are combined in single platform, CliniSpace, that can now be modified and deployed by mainstream clinical educators to suit the levels of the learners. A comparative study was designed, developed, delivered and assessed using a randomised research design based on two matching groups of healthcare students.

Results/outcomes In summary, and on the basis of the results of this preliminary study, it was shown that on-site IPE can be delivered more effectively than using traditional delivery methods.

Potential impact Whilst the specific focus of this study was to demonstrate the relative effectiveness of a new mode of delivery for IPE, at the same time it was noted that it was substantially less resource intensive than the traditional labour intensive IPE delivery approaches. This has significant potential implication in lowering barriers to the future wider and regular deployment of IPE.

References

  1. Mitchell P, Wynia M, Golden R, McNellis B, Okun S, Webb CE, Rohrbach, V, Von Kohorn I. Core principles & values of effective team-based health care. Discussion Paper, Institute of Medicine, Washington, DC, 2012, www.iom.edu/tbc

  2. King S. et al. Developing interprofessional health competencies in a virtual world. medical education online, [S.l.], v. 17, nov. 2012. ISSN 1087-2981. Available at: http://med-ed-online.net/index.php/meo/article/view/11213

  3. Shoemaker M, Platko C, Cleghorn S, Booth A, Virtual patient care: an interprofessional education approach for physician assistant, physical therapy and occupational therapy students. J Interprof Care 2014;28(4):365–367

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