Learning by Doing in Medicine: Solution and Configuration of Virtual Medical Cases

The field of medical education is characterized by existing tensions associated with possible errors and their negative consequences which reduce learning effectiveness. Diagnostics-related mistakes and errors represent a specific issue. Unfortunately, it is not an easy task to find an ideal solution which would deal with improving the diagnostic process. Based on the script theory, this study outlines a proposal how to ameliorate diagnostic reasoning. As possibility to work with good teaching cases has been traditionally limited by time and chance, virtual patients have been used as a tool for enhancement of student learning experience. That is why this paper presents a proposal of a knowledge-based system for evaluation of diagnostic abilities of medical students. It is grounded in branch-oriented model that support evaluation of students' flow of ideas during the diagnostic process. Description of primary inputs, process model, evaluation procedure and a method for configuring a virtual patient case is provided. The system enables students to focus on the interpretation of the case and usage of relevant knowledge while information and given decision making choices like in real diagnostic cases are presented. By fostering the acquisition of "negative knowledge" about typical cognitive errors in the medical reasoning process, the system supports learners in avoiding future erroneous decisions and actions in similar situations.