The use of virtual patients in medical school curricula

The demonstration of patient-based cases using automated technology [virtual patients (VPs)] has been available to health science educators for a number of decades. Despite the promise of VPs as an easily accessible and moldable platform, their widespread acceptance and integration into medical curricula have been slow. Here, the authors review the technological underpinnings of VPs, summarize the literature regarding the use and limitations of VPs in the healthcare curriculum, describe novel possible applications of the technology, and propose possible directions for future work.     

Preventive medicine and family medicine in the medical school.

The normal variations in the paper electrophoretic lipoprotein patterns in 240 healthy Canadian males and females, aged 10 to 59 years, have been described and compared with serum cholesterol and triglyceride levels.The incidence of abnormal chylomicra, beta and pre-beta lipoproteins was similar in both sexes and increased with age in both sexes.Chylomicron bands and/or pre-beta trails from the origin occurred in 4% of subjects, pre-beta bands in 27% and “abnormally” dense beta bands in 28%.Five per cent of subjects were considered to have definite hyperlipoproteinemia, another 19% had slight and 21% had questionable hyperlipoproteinemia. Fifty-five per cent were normal.     

Auditory-visual crossmodal integration in perception of face gender

Whereas extensive neuroscientific and behavioral evidence has confirmed a role of auditory-visual integration in representing space [1-6], little is known about the role of auditory-visual integration in object perception. Although recent neuroimaging results suggest integrated auditory-visual object representations [7-11], substantiating behavioral evidence has been lacking. We demonstrated auditory-visual integration in the perception of face gender by using pure tones that are processed in low-level auditory brain areas and that lack the spectral components that characterize human vocalization. When androgynous faces were presented together with pure tones in the male fundamental-speaking-frequency range, faces were more likely to be judged as male, whereas when faces were presented with pure tones in the female fundamental-speaking-frequency range, they were more likely to be judged as female. Importantly, when participants were explicitly asked to attribute gender to these pure tones, their judgments were primarily based on relative pitch and were uncorrelated with the male and female fundamental-speaking-frequency ranges. This perceptual dissociation of absolute-frequency-based crossmodal-integration effects from relative-pitch-based explicit perception of the tones provides evidence for a sensory integration of auditory and visual signals in representing human gender. This integration probably develops because of concurrent neural processing of visual and auditory features of gender.     

Using immersive healthcare simulation for physiology education: initial experience in high school, college, and graduate school curricula

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.