Learning with virtual patients

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dc.contributor.advisorKopp, Gail
dc.contributor.authorTworek, Janet Kimberley
dc.date.accessioned2017-12-18T22:31:48Z
dc.date.available2017-12-18T22:31:48Z
dc.date.issued2012
dc.descriptionBibliography: p. 239-250en
dc.descriptionIncludes copy of ethics approvals. Original copies with original Partial Copyright Licence.en
dc.description.abstractPositivist research on virtual patients (VPs) focuses on knowledge-based outcomes and self-reported satisfaction ratings, which presents a narrow perspective of learning with technology. Such approaches belie learning as a complex, socio-cultural process, and overlook that innovations in education are fundamentally long-term undertakings requiring iterative feedback and design. The doctoral research asked: "What learning occurs with VPs in clerkship?", and considered this question using three lenses: activity theory, design-based research, and learning analytics. Students in the final year of clerkship (n= l 80) used VPs over a six-month period. Data was collected from multiple sources (semi-structured interview, semi-structured focus group, video, screen capture, document analysis, log file analysis, and artefact analysis). Analysis engaged design-based research to capture the iterative re-design of VPs based on student feedback. Activity theory and design-based research were used to capture the complex socio-cultural dynamics of learning from and with VPs. VP node data usage was analyzed using learning analytics. Data were analyzed separately then triangulated to build an understanding of the learning that takes place with VPs in clerkship. VP and course design concerns initially prevent students from directly engaging in learning. The findings are connected in a learning ecology comprising VP and course design, social learning, and the hierarchal organization of VPs in relationship to course and MD program. Navigation, aesthetics, feedback, challenge and social learning are discussed and related to VP, course and program layers. Concerns arose in relation to competitiveness and professionalism with VP use. Learning analytics require further definition in order to be meaningful for describing learning. The development of problem solving skills and enculturation to professional practice from clinical experiences greatly influences learning with and from VPs. The complex, intertwined reality of VPs, learners, courses, and curriculum is a rich tapestry of learning that challenges existing research while extending directions for future design and development.
dc.format.extentxv, 250 leaves : ill. ; 30 cm.en
dc.identifier.citationTworek, J. K. (2012). Learning with virtual patients (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/4780en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/4780
dc.identifier.urihttp://hdl.handle.net/1880/105781
dc.language.isoeng
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleLearning with virtual patients
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 2096 627942968
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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