Virtual Patient Journey: a novel learning resource

BACKGROUND: Virtual Patient Journey (VPJ) is a novel online resource that follows a patient through their illness and integrates first-person video content with in-video decision making, allowing the student to take on the responsibility of a health care professional. The aim of our project was to compare this new VPJ format with standard teaching tutorials. METHODS: Third-year medical students selected from two Bristol hospitals were allocated to either the VPJ format or a typical tutorial-style teaching session. Both formats covered an identical level and scope of material and lasted the same length of time. Data were collected on pre- and post-test knowledge and confidence gain using self-reported questionnaires at the time of the teaching. RESULTS: The study recruited 30 students. The average knowledge gain for the VPJ group and for the tutorial group was 39% and 35%, respectively. The confidence increase was 2.4 and 1.8 on a scale of 1-10 for the VPJ and tutorial groups, respectively. Of the students who used the VPJ, 92% believed that it was a useful teaching resource and 96% enjoyed the VPJ experience and would re-watch the material at home. CONCLUSIONS: VPJ can expose students to clinical situations that they may not see on placement and can help to deliver a baseline level of clinical exposure and knowledge. Our VPJ may help overcome the rigidity of current virtual patients in teaching a range of core competencies and also allowing the students to take responsibility for a patient's care in a safe, controlled environment.