Measuring Outcomes of Educational Activities with a Novel Virtual Patient Simulation-Gamification Platform

Abstract

Abstract Background The goal of continuing medical education (CME) is to help healthcare providers (HCP) improve their knowledge and levels of competency and enhance their professional performance in practice. Despite the long history of the CME and the CME-like programs, proof of their success in demonstrating improved clinical outcomes has been difficult to obtain. Lately, digital encounters of virtual patient simulation (VPS) have disrupted medical education, replacing traditional presentations followed by multiple-choice questions as a means of assessing learning and progress.Methods The most current VPS applications can deliver educational activity in an engaging, “video game-style” way, allowing practice in a safe environment, and providing individualized detailed analysis of potential outcomes. We utilized the advanced VPS gamification platform (Edocate Ltd., Ramat Gan, Israel) to analyze the outcomes of educational activities offered in various settings. We analyzed the data collected by the platform in real-time that provide an objective picture of the learner’s performance of physical examination, diagnostic considerations, prescription patterns of various medications, appropriateness of laboratory and imaging investigation, referral patterns, and adherence to guidelines and best practices.Results Three virtual patient scenarios (obesity and type 2 diabetes) were offered to the learners with the time interval between the cases varied from 1 day to 6 weeks, 10 days on average, allowing us to assess the durability of the acquisition of knowledge. This CME activity was tested in 126 physicians and 261 advanced practice providers. Data analysis identified gaps in knowledge and competence, adherence to the most recent guidelines, selection and application of auxiliary tests, referral pattern to specialists, as well as prescription patterns and familiarity with medications and their side effects. From the learner’s side, utilization of VPS resulted in improved performance from one case to another. From the program host’s point of view, the advanced VPS platform allowed the development of measurable, detailed insights into what learners have done individually and as a group.Conclusions This study demonstrates the effectiveness, advantages, and limitations of the VPS-gamification platform in assessing knowledge gaps, performance, prescription patterns, and clinical competency improvement among learners.