1,234
Views
48
CrossRef citations to date
0
Altmetric
Twelve Tips

12 Tips: Guidelines for authoring virtual patient cases

Pages 701-708 | Received 29 Aug 2008, Accepted 02 Feb 2009, Published online: 09 Sep 2009

References

  • Ayres P, Sweller J. The split-attention principle in multimedia learning. Mayer RE, editor. 2005, The Cambridge handbook of multimedia learning. New York: Cambridge University Press. pp. 135–146
  • Barr H. Competent to collaborate: Towards a competency-based model for interprofessional education. J Interprof Care 1998; 12: 181–187
  • Candler C. Effective use of educational technology in medical education. Recommendations and guidelines for medical educators. Colloquium on Educational Technology. 2007, AAMC Institute for Improving Medical Education
  • Charlin B, van der Vleuten C. Standardized assessment of reasoning in contexts of uncertainty: The script concordance approach. Eval Health Prof 2004; 27: 304–319
  • Chickering AW, Gamson ZF. Seven principles for good practice in undergraduate education. The American Association for Higher Education Bulletin. 1987; 1–4, Retrieved March 6, 2008, Available online at http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip7princip.htm
  • Culp K, Hawkins J, Honey M. Review paper on educational technology research and development. Education Development Center, Center for Children and Technology, New York 1999
  • Dede C. Emerging influences of information technology on school curriculum. J Curric Stud 2000; 32: 281–303
  • Ellaway R, Poulton T, Fors U, McGee JB, Albright S. Building a virtual patient commons. Med Teach 2008; 30: 170–179
  • Ellaway R, Masters K. AMEE Guide 32: E-learning in medial education, Part 1: Learning, teaching and assessment. Med Teach 2008; 30: 455–473
  • Gagn? RM. The conditions of learning3rd. Holt, Rinehart, and Winston, New York 1977
  • Grunwald T, Corsbie-Massay C. Guidelines for cognitively efficient multimedia learning tools: Educational strategies, cognitive load and interface design. Acad Med 2006; 81: 213–223
  • Health Insurance Portability & Accountability Act (HIPAA) Advsiory, HIPPA Primer. Retrieved August 24, 2008, Available online at: http://www.hipaadvisory.com/REGS/HIPAAprimer.htm
  • Herreid CF. What makes a good case? J Coll Sci Teach (pp. 1998; 163–165, Retrieved January 20, 2008. Available online At http://ublib.buffalo.edu/libraries/projects/cases/teaching/good-case.html
  • Jonassen DH, Lee Cb, Yang CC, Laffey J. The collaboration principle in multimedia learning. The Cambridge handbook of multimedia learning, RE Mayer. Cambridge University Press, New York 2005; 71–96, 247–270
  • Kalyuga S. Prior knowledge principle in multimedia learning. Mayer RE, editor. 2005, The Cambridge handbook of multimedia learning. New York: Cambridge University Press. pp. 325–338
  • Kenny NP, Beagan BL. The patient as text: A challenge for problem-based learning. Med Educ 2004; 38: 1071–1079
  • Kim S, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. A conceptual framework for developing teaching cases: A review and synthesis of the literature across disciplines. Med Educ 2006; 40: 867–876
  • Kolodner JL, Owensby JN, Guzdial M. Case-based learning aids. Handbook of research on educational communications and technology2nd, EE Jonassen. Simon & Shuster, New York, 829–861
  • Mayer RE. Introduction to multimedia learning. The Cambridge handbook of multimedia learning, RE Mayer. Cambridge University Press, New York 2005; 1–16
  • Mayer RE. Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, RE Mayer. Cambridge University Press, New York 2005; 31–48
  • Pellegrino J. Understanding how students learn and inferring what they know: Implications for the design of curriculum, instruction and assessment. (1–18). 2002, Washington, DC. NSF Instructional Materials Development Conference. Retrieved December 14, 2004. Available online at: http://www.agiweb.org/education/nsf02/Pellegrinopaper.pdf
  • Peterson L, Powell B. Online eCase authoring tools: For the use of the UBC undergraduate, postgraduate, continuing professional development knowledge translation and interprofessional education programs: A vision and scope of the project and a comparative review. University of British Columbia, Faculty of Medicine, Internal Discussion Paper, pp., Vancouver 2008; 1–29
  • Rouet JF, Potelle H. The Navigational principles in Multimedia Learning, The Cambridge handbook of multimedia learning, RE Mayer. Cambridge University Press, New York 2005; 297–312
  • Saunders F. Building the cyber medical school. Internal publication. New York University, School of Medicine. 2004
  • Shachak A, Ophir R, Rubin E. Applying instructional design theories to bioinformatics education in microarray analysis and primer design workshops. Cell Biol Educ 2005; 4: 199–206
  • Shanley PF. Leaving the ‘empty glass’ of problem-based learning behind: New assumptions and a revised model for case study in preclinical medical education. Acad Med 2007; 82: 479–485
  • Shapiro AM. The site map principle in multimedia learning. Mayer RE, editor. 2005, The Cambridge handbook of multimedia learning. New York: Cambridge University Press. pp. 313–324
  • Steinert Y. Learning together to teach together: Interprofessional education and faculty development. J Interprof Care 2005; 19: 60–75
  • Sweller J. Implications of cognitive load theory for multimedia learning. The Cambridge handbook of multimedia learning. Cambridge University Press, New York 2005; 19–30
  • van Merrienboer JJG, Kester L. 2005. The four-component instructional design model: Multimedia principles in environments for complex learning. In: Mayer RE, editor. The Cambridge handbook of multimedia learning. New York: Cambridge University Press. pp. 71–96.
  • van Merrienboer JG, Clark RE, de Croock MBM. Blueprints for complex learning: The 4C/ID-Model. Educ Technol Res Dev 2002; 50: 1042–1629
  • Waldman U, Gulick M, Zietler HP. Virtual patients for assessing medical students-important aspects when considering the introduction of a new assessment format. Med Teach 2008; 30: 17–24

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.