May 19, 9:45 AM – 11:15 AM
Bryant Patten, MS
Online environments are isolated, require learner autonomy and may not inherently foster learner cognitive engagement. Many clerkship directors use time-on-case as an indicator of engagement, but empirical evidence suggests this approach is not optimal.
Since little was known about the factors in a virtual patient (VP) case that promote cognitive engagement, MedU developed and validated a computer-generated dynamic engagement score based on student interactions with our CLIPP, fmCASES and SIMPLE VP cases. We developed an engagement score that included four equally weighted components based on student interactions with the case, each of which was tracked by the VP software. As an experiment to see if it would increase engagement, MedU displayed a graphical representation of this score to the students in real time.
The first release of this technology was successful. MedU is now studying the effect on metacognition and learning outcomes assessment of actual learning derived from this enhanced engagement. MedU is also proceeding with the design, coding and release of a second generation of this technology which will explore enhanced instructor engagement as well as deeper integration of the machine learning components of the scoring rubric.
This presentation will detail the algorithmic design and human factors that are being considered for this next phase as well as soliciting input for potential areas of exploration.