Influence of the implementation of virtual clinical cases on theoretical-practical integration in neurological semiology

Abstract

Introduction: Recognizing that neurological pathologies are a major cause of morbidity and mortality, and that neurophobia is a global problem, learning neurological semiology is a critical period in medical education. One of its challenges is to apply theoretical knowledge in practice. This study explores how the use of “I-Human Patients by Kaplan” (IHPK) influences the theoretical-practical integration in neurological semiology of medical students.

Objective: Explore how the implementation of virtual clinical cases influences or not the theoretical-practical integration among neurological semiology students, using a patient simulation software

Method: We designed a constructivist grounded theory study. 14 semi-structured interviews with students who had used the technological tool in the context of neurological semiology were made, using homogeneous purposive sampling. We conducted an iterative process of data collection and analysis, achieving theoretical sufficiency through theoretical sampling. Results were constructed by constant comparison of data and concepts from sociomaterial theory.

Results: IHPK influences theoretical-practical integration in neurological semiology in several ways: facilitating the development of skills for patient assessment, promoting clinical reasoning, teamwork, and providing confidence in approaching a patient with neurological pathologies. However, the limitations that the use of a technological tool may present are also described.

Conclusions: The study highlights the value of IHPK for integrating theory and practice in the teaching of neurology, developing clinical skills, providing feedback and encouraging collaborative learning. This tool eases students’ transition into clinical practice, increases their confidence, and can mitigate neurophobia. To maximize its benefits, appropriate training is essential.