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Assessing progression of clinical reasoning through Virtual Patients
Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). CLINTEC, Karolinska Institutet, Stockholm, Sweden.
Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
Karolinska Institutet, Stockholm, Sweden.
Stockholm University, Stockholm, Sweden.
2014 (English)In: Ottawa Conference Abstracts: Ottawa, Ontario, Canada: April 25-29, 2014: Transforming Healthcare through Excellence and Evaluation: 16th Ottawa Conference: 12th Canadian Conference on Medical Education, 2014, p. 71-72Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background

There have been discussions to use more formative assessments in health care education to contribute to students’ deep learning. Feedback is important, but a lot of student’s do not do anything with it. Thus, interventions which force students to reflect the new knowledge need to be introduced.

In order to explore if formative VP-based exams had an impact on development of clinical reasoning ability and achievement of clinical decision making, we let postgraduate pediatric nurse students complete self-evaluation forms in connection with three VP- based assessments to follow their progress.

Summary of Work

After performed assessment and before answering the self-evaluation form, the students’ were asked to take part of the feedback section of the VP-system and the recommended interactions in the VP system. Data was conducted using content analysis with a deductive approach. Kolb’s’ model of Learning Cycle guided the analysis.

Summary of Results

The result showed a perceived progression of clinical reasoning skills by the students. After the first assessment the students described uncertainty and that knowledge gaps were exposed, at the second exam the awareness of clinical reasoning was obvious and the students were more certain of knowing how. Finally, self-efficacy in patient solving was expressed.

Conclusions

VP-based assessments with self-evaluation early in the education resulted in a gain of students’ own identification of the concept of clinical reasoning, awareness of what to focus on, and pay attention to during clinical practice.

Take-home Messages

VP with reflective tools is excellent to use in formative assessments to identify progress and to visualize the expected clinical competence.

Place, publisher, year, edition, pages
2014. p. 71-72
National Category
Learning Nursing
Identifiers
URN: urn:nbn:se:hh:diva-24244OAI: oai:DiVA.org:hh-24244DiVA, id: diva2:682804
Conference
Transforming Healthcare through Excellence in Assessment and Evaluation, 16th Ottawa Conference, Ottawa, Ontario, Canada, April 25-29, 2014
Available from: 2013-12-30 Created: 2013-12-30 Last updated: 2018-03-22Bibliographically approved

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Forsberg, ElenitaZiegert, Kristina

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
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  • asciidoc
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