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Arvydas Gelžinis

Associate Professor, Vice Dean at Center for Postgraduate Studies
Lithuanian University of Health Sciences

The coordinator of InSimu’s implementation in the study program

Challenges to tackle

Started to use InSimu to replace clinical training in the hospital in COVID-quarantine

The Medical Faculty of Lithuanian University of Health Sciences chose InSimu as a quick solution for their urgent problem during the first wave of COVID when in-person clinical training has been suspended.

“We were in a quite complicated situation. Because the first quarantine started, and we suddenly understood that our students could not go to the hospital. We had to find a quick solution to provide distance teaching for our students who had clinical practice. We did a short overview of some possible services. We chose InSimu as one of the best options.”

Implementation strategy

Practicing with InSimu was compulsory for the students to pass

The faculty has made it compulsory for the students to complete a certain number of clinical cases in InSimu. Since otherwise, the students couldn’t gain sufficient clinical experience, it was the criteria for entering the final exam.

“It was a must for them. Instead of the hospital, they had to solve the InSimu cases. Because otherwise, they couldn’t have finished their studies and gained enough credits. We didn’t give any marks. Students needed to complete 70% of situations. If they solved, they passed.”

InSimu has been integrated with the existing Moodle Learning Management System

When an InSimu course is created, a code is generated for the educators. This code gives access to the students to the selected virtual patients in the platform. The integration with the currently used learning management system is advisable to manage these courses and assignments efficiently throughout the semester. The faculty decided to integrate the InSimu courses in the Moodle system calendar, so students can easily follow their deadlines.

“We use moodle, and we have a calendar. Students have some theoretical material there uploaded. In the calendar, we include a code every day. It takes 1-2 minutes to set up everything.

We put the promo code in the moodle calendar, students have access to the calendar, so they can activate the code. We choose a course for 1 day. We start at 8 a.m., so they have a whole day to solve situations. We give ten cases per day, which takes 2 or 3 hours for them to solve.”

“For me, it’s about saving time, simplicity, and quite good material.”

Prof. Arvydas Gelžinis
Lithuanian University of Health Sciences

The impact on the faculty

Clinical situations to improve clinical judgment of the students

As the professor said, the most significant impact of InSimu might be its capability to help students learn the critical thinking required for diagnostics and clinical work.

“Clinical situations are some other thing I like. I like how they are set up, and the flow of the cases is also quite good. Why I think it’s important to use is the fact that it trains the clinical judgment skill of the students.

Because they cannot just learn from the book and be a good doctor, I mean, when it comes to clinical practice, you have to change how you think, decide, and diagnose. That’s what you call clinical thinking, clinical judgment. This simulation of InSimu was good in this training.”

Delivered an objective and standardized training

The faculty involved almost 200 students in their InSimu Courses. Students received the same set of virtual patients and have their own learning experience on their student accounts. The InSimu platform’s workflow made it possible for the educators to scale up the training process and compare the students’ performance in an objective and standardized way.

“It’s not for 10 students, not for 15, we can include everyone. This is the main strong point for us. Because we have 180 students in clinical practice and all get the same equal information, material, and situations. And we can compare between students who are better who are worse. We see that some students are struggling with some cases. So we can ask them what their problem is and try to help them.

It’s very good that they have the same equal situation, the same base, same time. It makes things more objective.

Everything is prepared, and we can see that people abroad teach from the same situations, and this objectiveness is very good for us.”

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