Teaching Empathy in Healthcare by Adriana E. Foster & Zimri S. Yaseen

Author:Adriana E. Foster & Zimri S. Yaseen
Language: eng
Format: epub
ISBN: 9783030298760
Publisher: Springer International Publishing

9.2.2 Where Do Virtual Standardized Patients Fit into Medical Education Curricula?

In their early evaluation, Cook and Triola [22] proposed that virtual patients are best utilized to develop clinical reasoning skills, due to their versatility in depicting a mix of cases for deliberate practice and ease of standardization. Berman and colleagues [10] defined virtual patients as “an interactive computer simulation of real-life clinical scenarios for the purpose of healthcare and medical training, education, or assessment”. Berman and colleagues [10] saw additional advantages of virtual patients for learners: (1) expansion of medical knowledge through interactive learning, (2) mobilizing learner’s intrinsic motivation to learn, (3) applying foundational knowledge, and (4) ability to focus on specific competencies. For educators, virtual patients offer unique opportunities to analyze educational data [10]. We successfully used virtual standardized patients to teach history taking, diagnostic reasoning, empathic communication [4, 5, 8, 14, 23], as well as suicide risk assessment [9, 17]. For example, a virtual patient which exposes learners to an actively suicidal patient ensures that a large number of learners (e.g., hundreds, in most medical schools) acquire basic suicide risk assessment skills before interviewing real patients [9].

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