AIM:Virtual patients (VPs) are a one-of-a-kind e-learning resource, fostering clinical reasoning skills through clinical case examples. The combination with face-to-face teaching is important for their successful integration, which is referred to as "blended learning". So far little is known about the use of VPs in the field of continuing medical education and residency training. The pilot study presented here inquired the application of VPs in the framework of a pediatric residency revision course.METHODS:Around 200 participants of a pediatric nephology lecture ('nephrotic and nephritic syndrome in children') were offered two VPs as a wrap-up session at the revision course of the German Society for Pediatrics and Adolescent Medicine (DGKJ) 2009 in Heidelberg, Germany. Using a web-based survey form, different aspects were evaluated concerning the learning experiences with VPs, the combination with the lecture, and the use of VPs for residency training in general.RESULTS:N=40 evaluable survey forms were returned (approximately 21%). The return rate was impaired by a technical problem with the local Wi-Fi firewall. The participants perceived the work-up of the VPs as a worthwhile learning experience, with proper preparation for diagnosing and treating real patients with similar complaints. Case presentations, interactivity, and locally and timely independent repetitive practices were, in particular, pointed out. On being asked about the use of VPs in general for residency training, there was a distinct demand for more such offers.CONCLUSION:VPs may reasonably complement existing learning activities in residency training.

Background: Currently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training.Methods: Fifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors' perceptions (N=9) were assessed by semi-structured interviews.Results: From the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time.Conclusion: The overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training.

Uber ein neues Schulungskonzept fur die Versorgung von Kindern in Notfallsituationen, das jetzt am Universitatsklinikum Heidelberg gestartet wurde, berichtet die Mai-Sendung von Campus-TV. Das bisher einmalige Schulungskonzept fur Arzte und Pflegepersonal trainiert in Simulationsszenarien an realistisch gestalteten Puppen Notfalle in der Kinder- und Jugendmedizin. Beide Berufsgruppen lernen, wie man im Ernstfall zusammen schnell und effektiv handelt und kommuniziert. Das neue Weiterbildungskonzept, das die Experten des Zentrums fur Kinder- und Jugendmedizin sowie des Zentrums fur Virtuelle Patienten am Universitatsklinikum Heidelberg ausarbeiteten und nun auch wissenschaftlich begleiten, wurde von der Klaus Tschira Stiftung unterstutzt.