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Development of a framework for problem domain transference in health-related problem based learning and assessment

Summons, P, Harmon, J, Park, M ORCID: 0000-0003-0175-8692, Colloc, J, Yeom, S ORCID: 0000-0002-5843-101X, Pitt, V and Inder, Kerry 2021 , 'Development of a framework for problem domain transference in health-related problem based learning and assessment' , Journal of Problem-Based Learning, vol. 8, no. 2 , pp. 75-86 , doi: 10.24313/jpbl.2021.00066.

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Purpose:Investigate the capability of a knowledge-based framework and architecture, used in a specific health domain problem that can utilise transfer learning, to speed virtual patient development for problem-based training and assessment in other health domains.Methods:Analysis of a case study, based on a virtual patient used in the training of pharmacy students, to discover the viability of using generic, ontological knowledge capable of transfer to virtual patients in other health domains.Results:Areas of the virtual pharmacy patient knowledge-base were identified, along with corresponding expected student questions, that are generic to other health domains. Using the framework from the case study to develop a new virtual patient for problem-based learning and assessment in a new health domain, these generic target questions could be utilised to speed up the development of other learning stimuli in future projects involving different health domains, such as nurse training in pain management.Conclusions:With some modification, the framework of the case-study virtual patient was found to be capable of supporting generic expected student questions capable of re-use in virtual patients with new clinical conditions.

Item Type: Article
Authors/Creators:Summons, P and Harmon, J and Park, M and Colloc, J and Yeom, S and Pitt, V and Inder, Kerry
Keywords: transfer learning, virtual patient, virtual reality, problem based training, health education, assessment, nurse training
Journal or Publication Title: Journal of Problem-Based Learning
Publisher: International Society for Problem-Based Learning
ISSN: 2288-8675
DOI / ID Number: 10.24313/jpbl.2021.00066
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