A qualitative analysis of virtual patient descriptions in healthcare education based on a systematic literature review
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A qualitative analysis of virtual patient descriptions in healthcare education based on a systematic literature review. / Hege, Inga; Kononowicz, Andrzej A.; Tolks, Daniel et al.
In: BMC Medical Education, Vol. 16, No. 1, 146, 13.05.2016.Research output: Journal contributions › Scientific review articles › Research
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TY - JOUR
T1 - A qualitative analysis of virtual patient descriptions in healthcare education based on a systematic literature review
AU - Hege, Inga
AU - Kononowicz, Andrzej A.
AU - Tolks, Daniel
AU - Edelbring, Samuel
AU - Kuehlmeyer, Katja
N1 - Funding Information: The project received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 654857. Publisher Copyright: © 2016 Hege et al.
PY - 2016/5/13
Y1 - 2016/5/13
N2 - Background: Virtual Patients (VPs) have been in the focus of research in healthcare education for many years. The aim of our study was to analyze how virtual patients are described in the healthcare education literature, and how the identified concepts relate to each other. Methods: We performed a literature review and extracted 185 descriptions of virtual patients from the articles. In a qualitative content analysis approach we inductively-deductively developed categories and deducted subcategories. We constructed a concept map to illustrate these concepts and their interrelations. Results: We developed the following five main categories: Patient, Teacher, Virtual Patient, Curriculum, and Learner. The concept map includes these categories and highlights aspects such as the under-valued role of patients in shaping their virtual representation and opposing concepts, such as standardization of learner activity versus learner-centeredness. Conclusions: The presented concept map synthesizes VP descriptions and serves as a basis for both, VP use and discussions of research topics related to virtual patients.
AB - Background: Virtual Patients (VPs) have been in the focus of research in healthcare education for many years. The aim of our study was to analyze how virtual patients are described in the healthcare education literature, and how the identified concepts relate to each other. Methods: We performed a literature review and extracted 185 descriptions of virtual patients from the articles. In a qualitative content analysis approach we inductively-deductively developed categories and deducted subcategories. We constructed a concept map to illustrate these concepts and their interrelations. Results: We developed the following five main categories: Patient, Teacher, Virtual Patient, Curriculum, and Learner. The concept map includes these categories and highlights aspects such as the under-valued role of patients in shaping their virtual representation and opposing concepts, such as standardization of learner activity versus learner-centeredness. Conclusions: The presented concept map synthesizes VP descriptions and serves as a basis for both, VP use and discussions of research topics related to virtual patients.
KW - Concept mapping
KW - Qualitative content analysis
KW - Virtual patients
KW - Health sciences
KW - Virtual patients
KW - Qualitative content analysis
KW - Concept mapping
UR - http://www.scopus.com/inward/record.url?scp=84971328615&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/22e34c7b-9db9-35d0-a637-60a7868d7c79/
U2 - 10.1186/s12909-016-0655-8
DO - 10.1186/s12909-016-0655-8
M3 - Scientific review articles
C2 - 27177766
VL - 16
JO - BMC Medical Education
JF - BMC Medical Education
SN - 1472-6920
IS - 1
M1 - 146
ER -