A Few ‘What If You Could’ Examples
MedEdQR can be used in many contexts. For example, MedEdQR can be used for case-based/problem-based engagements, independent learning, small group case studies, self-directed learning, e-learning, formative and summative assessment, and for preparation and debriefing before and after physical simulator use.  Some example use cases follow.

What if you could?

  • Have access to an easy to administrate, highly configurable, medical case system?
  • Integrate MedEdQR content into your own paper-based, digital cases or clinical exercises by using a case’s QR Codes?
  • Build cases without current solutions or with “red herrings”?
  • Track student ‘Doctor Think’ by analyzing the data decisions they make during the diagnostic process?

Use in Collaborative Problem Based Learning and Clinical Engagements

In order to make the MedEdQR platform as useful as possible in collaborative engagements, students and faculty have simultaneous access to the same case via their mobile devices. This is important since it empowers groups of students to work within the same case at the same time, yet access different aspects of the case independently. Cases also once assigned have a number of parameters that can be assigned to them. For example, a case can be “Active” on “Inactive” which limits access from a mobile device. Likewise, a case can alternately have a start and end date within which the case can be accessed. A very important option for assigned cases is the “Tracking” option. Tracking can be set to “None”, “Group” or “Individual”. The “Group” tracking option specifies that very mobile access to case data will be logged, but the individual making the access will be anonymous. “Individual” tracking logs the user who is accessing the information. Tracking data can be exported from the system and be analyzed for curriculum development, student assessment and for clinical reasoning remediation. If tracking is engaged, it exposes another feature called “Progressive Release” which forces the mobile users to access case information in a predefined sequence. In fact, information is hidden from the user until its predecessor is accessed. This feature is very important in cases where the student is being guided through the case by the case content.

What if you could?

  • Provide pre-clinical and clinical students with a set of medical knowledge gap filling cases for in-class, remedial or self study?
  • Individualize clinical coaching using cases?
  • Utilize a comprehensive backend of physical exams, lab tests, lab panels and profiles (with appropriate US and SI units), and the ability to add rich media (documents, images, sounds, videos, …) to a medical engagement?

Use in Individualized Self-Study, and Remedial Work

The use of the MedEdQR platform isn’t limited to the classroom, clinical exam room or laboratory. The platform has the ability to support individualized student self-study, remedial work and individual or group assessment. Since a departmental case builder can assign cases to both groups and individuals, it’s quite possible for the CB to create a “self-study” group, assigning students and cases to that group for individual or group access. These cases might be cases the students have encountered in the past or special cases designed just for self-study. Likewise, the same can be said for remedial work. Cases can be assigned to individuals or groups to foster remediation in their learning gaps.

What if you could?

  • Bring augmented reality to Standardized Patients (SP) simulations to include not just skills and professionalism but also diagnostics?
  • Turn student peers into SPs by adding case based medical data?

Use with a Standardized Patient (SP)

Typically, in pre-clinical and clinical student learning engagements, the SP is used to act out a certain “case” scenario.  The student learns and practices their clinical “hard” skills such as doing a physical exam as well as learning and practicing the “soft” skills of patient rapport – taking history, bedside manner, giving diagnosis and/or bad news, to name a few.  In this exercise, QR Codes for heart sounds, lung sounds, bowel sounds, blood pressure, temperature, …, are strategically placed on the SP using a sticky back version of the codes.  The student may also be provided a “booklet” of all other procedure and test codes from which they select by scanning the appropriate code to obtain the result.  Since the SP is an actor trained to play the role of a patient with a certain “condition”, the QR codes can greatly extend the actor’s ability to exhibit symptoms, virtual in this case, which he/she does not actually have; a kind of augmented reality.  An example of this might be if the case the SP is acting out requires that they have a heart murmur, and the actor doesn’t really have a heart murmur – that limits the effective value of the learning experience by not having the actual sound available. It should be noted that often, do to limited access to formal SPs and/or the cost of training and using SPs, students or faculty often become the SPs.  Thus the clinical experience is not limited to the classroom.

Within this same scenario, SPs are often used in an OSCE (Objectively Structured Clinical Experience) whereby the student’s clinical skills and professionalism are assessed.  Adding the MedEdQR code application to the OSCE can increase the coverage of student competency assessment through the extension of SP’s role playing (breathe) or by adding complexity (depth) to the engagement.

Within the pre-clinical and clinical learning environments the MedEdQR code application provides the means to add diagnosis and medical knowledge into the equation – the third foundational leg of medical education: medical knowledge, clinical skills and professionalism.

What if you could?

  • Make your own manikin?
  • Provide an alternative to high priced, high functioning, high maintenance, simulation manikins or low priced, low functioning, low maintenance, low staff requirement manikins?

Use With a Manikin

Using the MedEdQR system with a manikin, whether it be a high end simulation manikin or a low end inert clothing display model, all of the same features are available.  In fact, with the QR Code system, it is possible to turn an inert manikin into a simulation manikin without all the cost, maintenance, facility needs, and operating team required to successfully deploy the high end simulator.  Of course, there are things that MedEdQR can’t do such as interact with a real stethoscope or respond to a real palpation, so the high end simulator is not without its value.  Since the codes are generic it would be easy to create multiple manikins (e.g. adult male, female, child or infant) to be used in the clinical engagements, thus facilitating multiple teams of students interoperating simultaneously.

What if you could?

  • Provide a pathway to enhanced engagement pedagogies such as e-learning, flipped classroom and/or problem based learning (PBL) by providing configurable cases to enhance collaboration and learning?
  • Provide an alternative to clinical engagements when they are not available?
  • Simulate Telemedicine?

Use in an E-Leaning Environment

Because the MedEdQR mobile apps provide an anytime, anywhere access to virtual patient cases, its an obvious choice for use in an e-learning environment.  While providing the individual with a full case engagement experience, it also can being together any learner also assigned the same case regardless of their location.  This collaboration capability, through the use of the apps “Group Notes” feature, allows dialogue between case participants including case assistants, facilitators, mentors and faculty.  The MedEdQR platform is also ideal for CME situations.  While actual CME credentialing is not part of the platform, an option within a case can be set so that the learner/practitioner is required to “certify” that they have completed the case.  Once that occurs, the case administrator can verify that they have done all the activities the case requires, and then give CME credit through their own credentialing system.  The ability to not only have the end user certify that they have completed the case, but also have the case administrators verify that through case tracking data, is unique to this platform.

What if you could?

  • Provide a competency based alternative to traditional quizzing and assessment?
  • Remove the time and location constraint with respect to diagnostics training and assessment?

Use in an Assessment

Assessment is another area where the MedEdQR platform can excel. Cases can be assigned to individuals as an OSCE style diagnosis exercise and if tracking is engaged, the student’s clinical reasoning could be reviewed once the assessment data is exported. Differing assessment styles could be accommodated including asynchronous testing, in classroom synchronous testing, individualized remedial assessment, one-on-one tutor-student assessment and more.

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