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INTRODUCTION OF VIRTUAL PATIENTS TO CLINICAL CASE PORTFOLIOS FOR UNDERGRADUATE MEDICAL STUDENTS.

Incorporación de paciente virtual en portafolio de estudiantes de medicina de pregrado

dc.contributoren-US
dc.contributorArtículo parcialmente financiado por el Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT) proyecto N° 1120652 (A.R.).es-ES
dc.creatorFigueroa, Catalina; Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorCalvo, Ignacio; Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorGonzález, Carolina; Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorSandoval, Daniela; Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorPadilla, Oslando; Departamento de Salud Pública, Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorLe Roy, Catalina; Departamento de Pediatría, Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorDelfino, Alejandro; Departamento de Anestesiología, Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorArab, Juan Pablo; Departamento de Gastroenterología, Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorPizarro, Margarita; Departamento de Gastroenterología, Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorSolís, Nancy; Departamento de Gastroenterología, Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.creatorRiquelme, Arnoldo; Departamento de Gastroenterología; Centro de Educación Médica, Escuela de Medicina, Pontificia Universidad Católica de Chile.
dc.date2015-01-16
dc.date.accessioned2019-11-11T18:28:04Z
dc.date.available2019-11-11T18:28:04Z
dc.identifierhttp://www.revistamedicadechile.cl/ojs/index.php/rmedica/article/view/3349
dc.identifier.urihttps://revistaschilenas.uchile.cl/handle/2250/111420
dc.descriptionBackground: In 2007, a Clinical-Case-Portfolio (CCP) was introduced as a new assessment instrument for fourth grade undergraduate medical students. Since then, several changes have been implemented such as reduction on the number of clinical cases, peer review and the introduction of virtual patient to the portfolio. Aim: To describe the virtual patient model incorporated to the CCP and assess the perception of this change and its effects on the performance of undergraduate students. Material and methods: Virtual patients were implemented based on prototype clinical cases with specific syndromes. Students’ perceptions about CCP before and after the introduction of virtual patients were evaluated using a validated questionnaire that was answered voluntarily and anonymously. Results: Overall perception of CCP significantly improved after the incorporation of virtual patients (97.1 ± 24.9 and 111.3 ± 25.7 points; 57.8 and 66.2% respectively). The same improvements were observed for the domains “Student Learning”, “Organization and Evaluation”, “Teaching Methodology” and “Integration”. In both years, students obtained high grades in CCP evaluations. However CCP grades were not significantly correlated with integrated final grades. Conclusions: The incorporation of virtual patients improved undergraduate students’ perception of CCP.en-US
dc.descriptionBackground: In 2007, a Clinical-Case-Portfolio (CCP) was introduced as a new assessment instrument for fourth grade undergraduate medical students. Since then, several changes have been implemented such as reduction on the number of clinical cases, peer review and the introduction of virtual patient to the portfolio. Aim: To describe the virtual patient model incorporated to the CCP and assess the perception of this change and its effects on the performance of undergraduate students. Material and methods: Virtual patients were implemented based on prototype clinical cases with specific syndromes. Students’ perceptions about CCP before and after the introduction of virtual patients were evaluated using a validated questionnaire that was answered voluntarily and anonymously. Results: Overall perception of CCP significantly improved after the incorporation of virtual patients (97.1 ± 24.9 and 111.3 ± 25.7 points; 57.8 and 66.2% respectively). The same improvements were observed for the domains “Student Learning”, “Organization and Evaluation”, “Teaching Methodology” and “Integration”. In both years, students obtained high grades in CCP evaluations. However CCP grades were not significantly correlated with integrated final grades. Conclusions: The incorporation of virtual patients improved undergraduate students’ perception of CCP.es-ES
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dc.languagespa
dc.publisherRevista Médica de Chilees-ES
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dc.sourceRevista Médica de Chile; Vol. 143, núm. 2 (2015): FEBRERO 2015es-ES
dc.source0034-9887
dc.subjectAssessment, educational; Clinical case; Portfolio; Students, medicalen-US
dc.subjectAssessment, educational; Clinical case; Portfolio; Students, medicales-ES
dc.titleINTRODUCTION OF VIRTUAL PATIENTS TO CLINICAL CASE PORTFOLIOS FOR UNDERGRADUATE MEDICAL STUDENTS.en-US
dc.titleIncorporación de paciente virtual en portafolio de estudiantes de medicina de pregradoes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typees-ES


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