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The CHEC-CESC Virtual Patient Challenge has concluded for 2012. To find out the winners please click here. Stay tuned for the next CHEC-CESC Virtual Patient Challenge.
The Association of Faculties of Medicine of Canada (AFMC) and Canada Health Infoway, are proud to announce the CHEC-CESC Virtual Patient Challenge 2012 as part of the AFMC-Infoway Physician in Training e-Health Curriculum and e-Learning initiative.
The focus of the challenge is on virtual patients that incorporate the use of electronic health records (EHRs) and other aspects of e-health to improve patient care. Below you will find the submission requirements including e-Health topics that must be incorporated in the case design, and the pedagogical and instructional case design criteria.
Eligibility: Medical Students from a Canadian Faculty of Medicine - undergraduate, graduate and post-graduate level. (Joint submissions between faculty members and students will also be considered.)
Notice of Intention: Submit to email@example.com at earliest possible date.
Entry Deadline: January 23, 2013 at 23:00 hours.
Award:1st place………. $1,000
3rd place………. $400
Winners will be featured at the 2013 Canadian Conference on Medical Education in Québec City and will be recognized through letters sent to their deans and faculty advisors, and by having their cases published online and promoted widely.
Entry Details: Submit to firstname.lastname@example.org. The submission package must include a completed entry form with an electronic file or hyperlink to the virtual patient(s).
Case Content and Design
The virtual patients must include four key components – a medically accurate case scenario, solid pedagogical principles, effective integration of EHR and other components of e-health, and an innovative instructional case design. A detailed description of the requirements is included below.
A. Incorporate e-Health Topic(s)
The virtual patients must include one or two, but no more than two, e-health topics listed below.
i. Security, privacy and confidentiality
Illustrate sound practices in health information system security, privacy and confidentiality.
ii. Accurate capture, coding & classification, data standardization, appropriate use of templates, structured vs. unstructured text entry
Show the principles and approaches to accurate data capture/entry, coding versus narrative data, data standards and the appropriate use of templates within a patient centered dialog.
iii. Collaborative practice, information transfer, patient safety risks therein, inter-professional and intra-professional team effectiveness, patient communication and personal health records
Communicate effectively with patients, team members and collaborative practitioners using information services for referral letters, consults and reports and other documents in transfer of care, with awareness of the patient safety risks of inadequate information transfer.
iv. Population health, monitoring, health surveillance, informed chronic disease management
Make effective use of health information systems, in particular electronic health records, for active promotion of health monitoring, population health improvement and longitudinal management of individuals and groups with chronic disease.
v. Decision support tools, evidence-based medicine (EBM) resources, reminders, integrating information from multiple sources, practice management
Make effective use of decision support tools and evidence-informed resources, integrating such information from multiple sources into effective point-of-care information practices, to improve both quality of care and efficient use of local practice and system-wide resources.
B. e-Learning – Pedagogical and instructional cases design
The virtual patients should include the following:
i. Realistic clinical experience or encounter (case scenario)
iii. Clearly defined and measurable learning objectives
iv. Effective and/or innovative use of EHRs and other health informatics technology in a clinical setting
v. Interactive methods for effective learning acquisition and/or simulation of multidimensional teaching situations for their learners
vi. Opportunity for individualized approaches to learning
vii. Interactive, formative learning opportunities
viii. Intuitive and logical navigation
ix. Self-assessment and/or evaluation options for the learner based on the learning objectives
x. Adaptability for different learning environments
C. Medical Accuracy
i. A faculty advisor is required to verify the medical accuracy of the case and a statement must be included in the case
D. Other Considerations
i. All associated material must have copyright clearance and be cited/ referenced appropriately.
ii. Virtual patients are required to be accessible to learners and faculty members across the country. Submissions should be developed on open, accessible and free to use platform through a Creative Commons license (BY-NC-SA). Each virtual patient is to be designed as a secure, stand-alone electronic case. Cases cannot be proprietary or developed with external funding.
A panel of faculty, student and e-health representatives will select the three winning cases using the Judging Criteria.
TIPS FOR GETTING STARTED
For access to all resources to help you get started on creating a virtual patient, please create a CHEC-CESC account.
How to create a virtual patient case – Virtual Patient Authoring Tools, Virtual Patient Starter Kit from UBC, and other links on CHEC-CESC for more information
Sample EHR-based virtual patients from Dr. David Topps, University of Calgary
Additional virtual patient samples – A bird at hand, Mrs B
Foundations for building a virtual patient – Cases by Shared Canadian Curriculum in Family Medicine* (*These cases are provided as samples of clinical scenarios that include associated learning objectives and follow up questions for the learner. They are not interactive cases.)
2011 Virtual Patient Challenge Winners
The competition was tight and all cases represent solid contributions to e-health and e-learning. All submissions to the CHEC-CESC Virtual Patient Challenge 2011-12 will be housed in the Virtual Patients Collaborative online. Interested parties are invited to explore the cases online and connect with authors for more information.
ABOUT THE CHEC-CESC VIRTUAL PATIENT CHALLENGE PARTNERS
For more information, please contact:
Catherine Peirce, Project Manager, e-Learning, CHEC-CESC Association of Faculties of Medicine of Canada email@example.com | 613-730-0687 x 239