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dc.contributor.authorBaumann-Birkbeck, Lyndsee
dc.contributor.authorFlorentina, Fiona
dc.contributor.authorKaratas, Onur
dc.contributor.authorSun, Jianbe
dc.contributor.authorTang, Tingna
dc.contributor.authorThaung, Victor
dc.contributor.authorMcFarland, Amelia
dc.contributor.authorBernaitis, Nijole
dc.contributor.authorKhan, Sohil A
dc.contributor.authorGrant, Gary
dc.contributor.authorAnoopkumar-Dukie, Shailendra
dc.date.accessioned2017-11-14T22:34:23Z
dc.date.available2017-11-14T22:34:23Z
dc.date.issued2017
dc.identifier.issn1877-1297
dc.identifier.doi10.1016/j.cptl.2017.05.012
dc.identifier.urihttp://hdl.handle.net/10072/352764
dc.description.abstractBackground: Face-to-face instruction, paper-based case-studies and clinical placements remain the most commonly used teaching methods for therapeutics curricula. Presenting clinical content in a didactic manner presents challenges in engaging learners and developing their clinical reasoning skills which may be overcome by inclusion of the virtual patient (VP). Currently there is limited literature examining the use of the VP in therapeutics teaching and learning. This review aimed to determine the role of VPs in therapeutics education, specifically the impact on student experiences, performance, and clinical skills. Methods: A search of primary literature was conducted with search terms including virtual patient, education, health, AND learning. Boolean operators were applied to include studies from health relevant fields with article titles and abstracts vetted. Results: Nine of the 21 included studies were control-matched, and all but one compared VPs to traditional teaching. VPs enhanced the learning experience in all 17 studies that measured this outcome. Fourteen studies measured performance and clinical skills and 12 found VPs were beneficial, while two did not. The VP was not superior to traditional teaching in all studies, but the VP appeared beneficial to the student learning experience. Discrepancy was found between the impact of VPs on short- and long-term knowledge. Implications: The VP appears to enhance the student learning experience and has a role in therapeutics education, however a blended-learning (BL) approach may be required to account for individual learning styles. Additional investigation is required to clarify the efficacy of the VP, particularly as a component of BL, on longer-term knowledge retention.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom934
dc.relation.ispartofpageto944
dc.relation.ispartofissue5
dc.relation.ispartofjournalCurrents in Pharmacy Teaching and Learning
dc.relation.ispartofvolume9
dc.subject.fieldofresearchMedicine, Nursing and Health Curriculum and Pedagogy
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130209
dc.subject.fieldofresearchcode1302
dc.titleAppraising the role of the virtual patient for therapeutics health education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Pharmacy
gro.hasfulltextNo Full Text
gro.griffith.authorGrant, Gary D.
gro.griffith.authorBaumann-Birkbeck, Lyndsee
gro.griffith.authorMcFarland, Amelia J.
gro.griffith.authorAnoopkumar-Dukie, Shailendra
gro.griffith.authorThaung, Victor
gro.griffith.authorTang, Tingna
gro.griffith.authorKaratas, Onur
gro.griffith.authorKhan, Sohil A.
gro.griffith.authorSun, Jianbe
gro.griffith.authorFlorentina, Fiona
gro.griffith.authorBernaitis, Nijole L.


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