Lessons Learned from Building a Virtual Patient Platform

Abstract

Virtual Patients (VPs) were a mandatory component of the surgical rotation at McGill University for medical students and focused specifically on the teaching of trauma. These cases, written by clinicians and clinical researchers with research experience in VPs, enabled students not only to acquire core knowledge in the identification and management of trauma, but also provided an opportunity to practise skills, such as clinical decision-making and communicating in emotionally challenging situations (e.g., approaching a family member to discuss organ donation). Both faculty and learners appreciate the significant advantage of using VPs: it is a teaching modality which provides meaningful educational opportunities to learners, without risk of harm to patients (Cook et al. in Acad Med 85(10):1589–1602, [7]; Voelker in J Am Med Assoc 290(13):1700–1701, [26]). The authors were inspired by their experiences with these VP cases and began to consider how they might be able to contribute to this field. They became convinced that they could expand on the service offerings that were available at that time, by developing a platform for medical learners. This chapter focuses on this journey. The authors (AS, OM), with another colleague, a software developer, approached faculty at McGill whose expertise was in developing and researching VP cases. This collaboration has led to the creation of the VP software platform, Affinity Learning, and a content-based VP company, VPConnect. In this chapter, we will discuss our experience partnering, as medical students, with members of academia, research, clinicians and industry to create a VP platform, specifically highlighting: 1.The virtual environment as an effective, safe, and cost-efficient way to educate medical trainees;2.The requirements behind a successful VP platform;3.The obstacles and challenges we faced in developing a medical education innovation; and4.Our thoughts on charting a way forward.