BACKGROUND: A virtual patient, Digital Clinical Experience (DCE), was incorporated into an advanced assessment course. METHOD: Students conducted systems-based physical examinations on the DCE, documenting findings using a standard history format and physical examination skills checklists. Faculty reviewed transcripts generated from the students' history and physical examination to evaluate the logical order and progression of the examination. RESULTS: The nine DCE modules were included as half of the 2-hour weekly laboratory requirement and counted as 17.5% of the course grade. Faculty customized specific components of individual modules, including instructions to students and model documentation, to align with course objectives and faculty preferences. DCE use permitted faculty to provide structured student practice and evaluate essential advanced assessment skills that have not been previously assessed for individual students due to excessive time and cost. CONCLUSION: The potential impact of integrating a virtual patient on students' history taking and physical examination skills in their clinical courses should be explored. Copyright 2015, SLACK Incorporated.
BACKGROUND: A virtual patient, Digital Clinical Experience (DCE), was incorporated into an advanced assessment course. METHOD: Students conducted systems-based physical examinations on the DCE, documenting findings using a standard history format and physical examination skills checklists. Faculty reviewed transcripts generated from the students' history and physical examination to evaluate the logical order and progression of the examination. RESULTS: The nine DCE modules were included as half of the 2-hour weekly laboratory requirement and counted as 17.5% of the course grade. Faculty customized specific components of individual modules, including instructions to students and model documentation, to align with course objectives and faculty preferences. DCE use permitted faculty to provide structured student practice and evaluate essential advanced assessment skills that have not been previously assessed for individual students due to excessive time and cost. CONCLUSION: The potential impact of integrating a virtual patient on students' history taking and physical examination skills in their clinical courses should be explored. Copyright 2015, SLACK Incorporated.