2275. The Hot Zone: An Online Decision-centered Vignette Player for Teaching Clinical Diagnostic Reasoning Skills on the Management and Treatment of Patients with Malaria
Session: Poster Abstract Session: Teaching the Future: Education in Infectious Diseases
Saturday, October 29, 2016
Room: Poster Hall

The purpose of this project was to develop and implement a web-based interactive vignette player for teaching critical thinking skills on the management and treatment of international travelers with different   types of malaria. 

Background: Every year, over 200 million people are infected with malaria, a potentially fatal parasitic infection endemic throughout the world.  Although largely eliminated from North America, health care providers must be able to identify and effectively treat malaria infections in returning travelers, international visitors and immigrants.  However, the diagnosis and management of malaria can be challenging, particularly to new health care providers, including medical students, residents and fellows. 

Methods: An online self-directed case-based vignette activity was created with a branching scenario to teach malaria recognition, evaluation and treatment.  The web-based vignette was developed to be Shareable Content Object Reference Model (SCORM) compliant for tracking learner’s decisions and performance throughout the simulation.  A custom animated avatar with the voice of one of the investigators was incorporated into the vignette’s design to impart information regarding the epidemiology, diagnosis and treatment of malaria and to help engage and immerse users when playing the virtual simulation.    

Results: Medical students, residents and fellows are now able to play the malaria vignette which is available on two learning management platforms.   Trainees are given immediate online feedback following selection of their diagnostic and therapeutic choices customized for the management of their online animated patients.   The learners complete a pre and post-test with multiple choice and essay questions related to clinical case scenarios to assess critical thinking.

Conclusion: Customized web-based training simulations provide realistic, virtual surrogate experiences to inexperienced clinicians by helping them to see and experience the consequences of their actions (or inactions), force them to react, and help them to recognize patterns to aid in their decision making processes when treating patients with international and emerging infectious diseases.

Brittany Goldberg, MD, MS1, Jeff Sestokas, MEd2, Ellen Goldman, EdD, MBA3, Rachel Sarnacki, BA2 and Barbara Jantausch, MD, FIDSA1, (1)Pediatric Infectious Disease, Children's National Health System, Washington, DC, (2)Children's National Health System, Washington, DC, (3)Human and Organizational Learning, George Washington University, Washington, DC


B. Goldberg, None

J. Sestokas, None

E. Goldman, None

R. Sarnacki, None

B. Jantausch, None

Findings in the abstracts are embargoed until 12:01 a.m. CDT, Wednesday Oct. 26th with the exception of research findings presented at the IDWeek press conferences.