Submission ID 77926
| Code | OC-2-4 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Other |
| Presenter Other | Physician Assistant Faculty |
| Title | Gaming the System? Exploring Physician Assistant Learner Perceptions of Virtual Patient Case Education |
| Background/Purpose | During the COVID-19 pandemic, healthcare learners were restricted from attending clinical placements. In two Physician Assistant (PA) programs at the University of Toronto (UofT) and McMaster University (McMaster), virtual patient (VP) case learning was therefore implemented to supplement senior learners' clinical education. We explored learners' perceptions of this educational modality to understand their experiences with this curricular adjustment. |
| Methods | We used an interpretivist, qualitative case study methodology to explore learners' perceptions. Senior PA students in the two programs participated in focus groups or interviews following completion of an assigned series of VP cases that corresponded to their canceled clinical placements. |
| Results | Eleven PA learners (8 UofT; 3 McMaster) participated in 2 focus groups and 5 individual interviews. Three factors influenced learners' experiences: 1) VP platform technical factors impacted case interactions and authenticity; 2) learner characteristics influenced individual engagement and motivation; and 3) learning environment factors, such as pandemic stressors and case alignment with the curriculum, influenced the perceived acceptability and value of the learning experience. Differences across sites related to past virtual learning experience, learner accountability, and curriculum alignment. |
| Discussion | To maximize the potential of VP learning as a clinical education supplement, factors influencing learners' experiences and engagement need to be considered, including VP case psychological fidelity and complexity, student motivation, and past clinical experience. VP cases can be a meaningful supplement to clinical learning in health professions education when such factors are considered. |
| Keyword 1 | Virtual patients |
| Keyword 2 | Simulation |
| Keyword 3 | Physician Assistant education |
| Abstract content most relevant to: (check all that apply) | Undergraduate Medical Education |
| Abstract Track - First Choice | Simulation |
| Authors | Sharona Kanofsky Joyce Nyhof-Young Kathryn Hodwitz Peter Tzakas Catharine Walsh Sharona Kanofsky |
