i-Human Patients, by Kaplan http://www.i-human.com Comprehensive simulated patient encounters for medical education. Thu, 01 Nov 2018 13:26:49 +0000 en-US hourly 1 https://wordpress.org/?v=4.9.8 Kaplan Acquires i-Human Patients, A Leader in Virtual Interactive Medical Simulations http://www.i-human.com/kaplan-acquires-i-human-patients-a-leader-in-virtual-interactive-medical-simulations/ Wed, 28 Feb 2018 13:33:54 +0000 http://www.i-human.com/?p=4253

READ FULL ARTICLE, click the following link IHP press release or view on Business Wire


Note to editors: Kaplan is a subsidiary of Graham Holdings Company (NYSE: GHC)

Press Contact: Russell Schaffer, russell.schaffer@kaplan.com , 212-453-7538

Twitter: @KapTestNews, @KaplanMedical, @KaplanNCLEX, @iHumanPatients

Kaplan Acquires i-Human Patients,

A Leader in Virtual Interactive Medical Simulations

New York, NY/Sunnyvale, CA (February 28, 2018) — Kaplan, the test prep industry leader and

leading provider of preparation for the U.S. Medical Licensing Exam (USMLE) and National Council

Licensure Exam (NCLEX), has acquired the assets of i-Human Patients, Inc. (IHP), a leader in

cloud-based, interactive patient encounter simulations for medical and nursing professionals and

educators. The purchase price was not disclosed.

i-Human Patients is a high performance, healthcare case authoring and playback system which

can simulate a complete medical patient encounter from taking a history, performing physical

exams, building and ranking a differential, to ordering and evaluating diagnostic tests. Used by

healthcare professionals ranging from master clinicians to first-year medical students, as well as

advanced practice nursing and physician assistant students, the i-Human platform includes 500+

cases that can be configured to match the level of the learner. About a third of i-Human’s cases are

based on the methodology in Symptom to Diagnosis, a book written and edited , by faculty from the

University of Chicago. Symptom to Diagnosis ( S2D) is an innovative way of teaching medical

students how to use a case-based approach of looking at symptoms and arriving at disease

diagnosis — similar to real patient encounters.

“Simulation in healthcare is emerging as a key tool for education, assessment and medical error

reduction, and we see it playing a critical and exponentially growing role in the future of

high-quality, cost-effective care,” said Bharat Krishna, Vice President and General Manager of

Emerging Markets for Kaplan Test Prep’s Licensure division. “IHP has developed an award-winning,

best-in-class simulation system that complements Kaplan’s portfolio of industry-leading resources

for students and partners. We believe there’s significant untapped potential in i-Human Patients as

a leader in next-generation, cloud-based, virtual patient simulation for medical professionals, and

we look forward to leveraging this capability across Kaplan’s portfolio to unleash that potential

within the health education landscape.”

“Our team is excited about becoming part of Kaplan, a well-respected player with extensive

experience with outcomes-based learning, online delivery, and online assessment and distribution

assets in healthcare professional education markets” said Norm Wu, i-Human Patients, Inc. CEO.

“We share a common mission of helping future healthcare professionals develop the critical

competencies that will deliver clinical excellence. Kaplan’s global footprint will enable the i-Human

platform and team to bring our world class system to a broader population of healthcare

professionals and have a far greater impact than we could on our own.”

IHP will become a key capability for Kaplan’s Licensure operation, expanding current offerings in

preparation for professional licensure exams, specifically for its healthcare portfolio, which serves

doctors, nurses, physician assistants, pharmacists, emergency medical technicians (EMTs) and

paramedics.

Reliance Foundation ( www.reliancefoundation.org ) supported the development of i-Human

platform and the S2D cases and will continue to be the exclusive partner for bringing this virtual

patient simulation technology to India and help revolutionize medical education and equip

healthcare professionals in achieving greater standards of excellence. Reliance Foundation, the

philanthropic arm of Reliance Industries Ltd., aims to play a catalytic role in addressing India’s

development challenges through innovative and sustainable solutions in areas of health, education,

and other social welfare.

Krishna noted that Kaplan is looking forward to continuing IHP’s current work with the American

Medical Association (AMA) to assess the efficacy of teaching and evaluating diagnostic reasoning

using the i-Human Patients simulated patient encounter system. The AMA is the principal

investigator overseeing the scientific study.

Test names are the property of the respective trademark holders, none of whom endorse or are affiliated

with Kaplan.

About Kaplan

Kaplan Test Prep ( www.kaptest.com ) is a division of Kaplan, Inc., which serves over one million

students globally each year through its array of higher education, test preparation, professional

education, English-language training, and university preparation, and offerings to individuals,

institutions, and businesses. Across its nearly 80 year history, first as small test-prep pioneer and

then an early online education leader and now a global education provider, Kaplan has been

recognized for expanding educational access and using technology and learning science innovations

to continually improve outcomes for its students and partners. Kaplan has operations in over 30

countries, employs more than 15,000 full- and part-time professionals, and maintains relationships

and partnerships with more than 1,000 school districts, colleges, and universities, and over 2,600

corporations and businesses. Kaplan is a subsidiary of Graham Holdings Company (NYSE: GHC) and

its largest division. For more information, please visit www.kaplan.com

About i-Human Patients, Inc.

i-Human Patients, Inc. (IHP, www.i-human.com ) is a privately-funded company dedicated to

enabling active e-learning in healthcare to promote the delivery of high quality, cost-effective care,

and to ensure an adequate supply of healthcare providers fully trained in patient assessment and

diagnostic reasoning.

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Kaplan Acquires i-Human Patients – A Note from Founders http://www.i-human.com/note-from-founders/ Wed, 28 Feb 2018 13:31:31 +0000 http://www.i-human.com/?p=4284 i-Human Patients is now part of Kaplan Test Prep

A note from our co-founders, Anne and Craig Knoche

To our education partners, colleagues, and friends,

We are delighted to announce that i-Human Patients is now part of Kaplan. For quite a long time Kaplan has been impressed by our team’s passionate commitment to our mission to serve healthcare educators, students and practitioners with the very best possible education products for building and assessing cognitive competencies. Kaplan’s shared commitment to our mission, their complementary education offerings and worldwide reach will strengthen our ability to continue to listen intently, innovate and serve all of you in a first-class way.

Strengthening our Mission

As most of you know, the origin of i-Human Patients came from our (Anne & Craig’s) personal experience as students of patient assessment and management. Many years ago, we had enrolled in a course on wilderness emergency medicine in preparation for mountaineering expeditions to remote areas of the world. We were pleased to find ourselves “A” students in all of the classroom activities as measured by our scores on MCQ tests of our knowledge of anatomy, physiology, assessment processes and management protocols. However, when it came time to integrate and apply all that knowledge in simulated scenarios, we found ourselves completely incompetent. We learned first-hand there is a wide gulf between knowledge and competency and that the path to getting there requires lots of practice to integrate and apply knowledge. Practice must address both depth and breadth.

Our “day jobs” at the time were in Silicon Valley where we were immersed in all the excitement and innovation of the early days of the world-wide-web. We recognized the trajectory towards a day when bandwidth would be essentially unlimited and media and interaction would become what we all have become accustomed to today. We were excited about the future possibilities for education and simulation to help with the learning gap we had personally experienced.

Then came our wake-up call. A diagnosis of cancer, as so often does, focused us on what is important in life. We turned our attention away from companies building electronic shopping carts, social networks, et al, towards building something that would have greater meaning and contribution to humanity. We dedicated ourselves to creating simulations that can help people build and measure competency in the crucial cognitive skills necessary to be a great healthcare provider. We aimed to create products that would give one truly useful, actionable feedback on ways to improve, and to give one the opportunity for unlimited practice – breadth and depth. We built i-Human Patients online service.

Along the way we have been very fortunate to have found many educators and organizations that have shared our vision and passion. They have been collaborators, colleagues, advisors, contributors, supporters and have become life-long friends. We would like to extend special thanks to our early educator collaborators at the University of Chicago, Rush Medical College and Rosalind Franklin University of Health Science, to our many case authors and institutional partners, to our supporters at the AMA, the National Science Foundation and the Reliance Foundation, to our subscribing educators and students who give us helpful constructive feedback that helps us improve and better serve your needs, and to our personal friends who invested in our company so that we were able to build our team with great software engineers and a first-class consultative sales, implementation, and support staff. They too have become life-long friends. We are deeply thankful to all of you, and lastly, and especially to Norm Wu, our CEO who has worked tirelessly for the cause.

We look forward to a great future as part of Kaplan. Our commitment to our origins and mission has been strengthened today.

Sincerely,

Anne & Craig Knoche

Co-founders

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Medical college makes learning interactive http://www.i-human.com/medical-college-makes-learning-interactive/ Fri, 16 Feb 2018 15:44:09 +0000 http://www.i-human.com/?p=4156 UCMS students use simulated virtual patients to practise clinical reasoning skills

DELHI | READ FULL ARTICLE

Aimed at providing an opportunity to engage students in a manner that would improve learning, the faculty at the University College of Medical Sciences (UCMS), Delhi, has developed two Simulated Virtual Patients (SVPs) for medical students to gain clinical experience with simulation tools.

“Medical students in India are using computer-simulated virtual patients (SVPs) as a learning tool for clinical skills and are becoming more enthusiastic about their studies. SVPs allow students to interact with and perform procedures on pretend patients that are programmed to exhibit symptoms of illness or injury,” said Dr. Satendra Singh who supervised this project on i-Human Patients platform. READ MORE…

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Medical students gain clinical experience earlier with simulation tools. http://www.i-human.com/medical-students-gain-clinical-experience-earlier-with-simulation-tools/ Wed, 14 Feb 2018 20:00:21 +0000 http://www.i-human.com/?p=4149 The American Physiological Society Press Release | READ FULL ARTICLE

Bethesda, Md. (February 14, 2018)—Medical students in India are using computer-simulated virtual patients (SVPs) as a learning tool for clinical skills and are becoming more enthusiastic about their studies. SVPs allow students to interact with and perform procedures on pretend patients that are programmed to exhibit symptoms of illness or injury. The article is published in Advances in Physiology Education.

Due to a tight program structure, medical schools in India typically do not expose students to real patients until the second year of study. Text-based cases teach clinical reasoning in the first year but do not provide the opportunity to practice clinical examination or develop the skills to take patient medical histories. In addition, the lack of early clinical exposure has been shown to reduce students’ enthusiasm when they begin clinical studies. Faculty at University College of Medical Sciences in Delhi, India, developed two SVPs to “provide an opportunity to engage students in [case-based learning] with greater frequency” and improve learning in endocrine physiology. READ MORE…

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EARLY CLINICAL EXPOSURE – Development and validation of simulated virtual patients to impart early clinical exposure in endocrine physiology http://www.i-human.com/development-and-validation-of-simulated-virtual-patients-to-impart-early-clinical-exposure-in-endocrine-physiology/ Tue, 23 Jan 2018 18:14:27 +0000 http://www.i-human.com/?p=4121 How we teach | Generalizable Education Research READ FULL STUDY


Abstract

In the country presently, preclinical medical students are not routinely exposed to real patients. Thus, when they start clinical postings, they are found to have poor clinical reasoning skills. Simulated virtual patients (SVPs) can improve clinical skills without endangering real patients. This pilot study describes the development of two SVPs in endocrine physiology and their validation in terms of acquisition of clinical knowledge and student engagement. Two SVPs, Nandini Sharma (unintentional weight gain) and Sunil Yadav (polyuria), were created and published on the i-Human Patients platform through an iterative, interdisciplinary, and transdisciplinary collaborative process using the conceptual framework of Kim et al. (Kim S, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. Med Educ40: 867–876, 2006). After internal and external peer validation, the SVPs were piloted on 40 students (20 students per virtual patient) over 2 wk. A cognitive pretest was conducted before exposure, and a posttest soon after. Faculty and student feedback were collected. Faculty found SVPs authentic, helpful as teaching-learning tools, and useful for giving feedback and for assessment. Students found SVPs more engaging than paper cases and helpful in developing clinical reasoning and in imparting clinical exposure. Pretest and posttest scores indicated knowledge gain (P < 0.01). Although challenging to create, SVPs created on the i-Human Patients platform improved learning in endocrine physiology and were well accepted by students and faculty as a means to provide early clinical exposure. More SVPs can be developed through collaboration between stakeholder departments and integrated into the curriculum for greater benefit.

READ FULL STUDY

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Use of i-Human Across the Stages of Nurse Practitioner Education http://www.i-human.com/use-of-i-human-across-the-stages-of-nurse-practitioner-education/ Wed, 22 Nov 2017 20:42:42 +0000 http://www.i-human.com/?p=3475

This paper contains information for the following. Use the links below to quickly access areas of interest.
Year 1 Students
Case Player Configuration
| Recommended Use | Lessons Platform
Year 2 Students
Case Player Configuration
| Recommended Use | Lessons Platform
Performance Review



 
 

Year 1 Students – Case Player Configuration



 
 

Year 1 Students – Recommended Use

In year one, courses usually involve the following topics:

  1. Pharmacology
  2. Clinical decision-making
  3. Health assessment (family, adult, aged)
  4. Primary care management I

For these topics, the H&P + Dx configuration is a good match because it:

  • Provides practice for taking a history and performing a physical examination
  • Autoscores sections, saving faculty time
  • Introduces students to diagnostic reasoning by providing the expert clinician’s ordered tests and diagnoses list
  • Provides an opportunity to write SOAP notes or management plans
  • Provided automatic structured educational feedback when played in learning mode

IHP case configurations can assist faculty in scaffolding the clinical encounter experience. The next recommended configuration is Basic DDx. Here students complete a H&P and:

  • Select a differential diagnosis list
  • Rank the diagnoses
  • Order tests and review results
  • Select a definitive diagnosis

Write SOAP note or management plan


 
 

Year 1 Students – Lessons Platform

History Taking Lesson

We offer a free History Taking Lesson to remind students of the various components of History.

 
 

Year 2 Students – Case Player Configuration



 
 

Year 2 Students – Recommended Use

Year 2 – Full Time Students

Second year students usually focus on:

  1. Practicums I and II (family, adult, aged)
  2. Primary care
  3. Health care policy
  4. Care patients across the continuum
  5. Usually an elective focus of interest

For the 2nd year students, the Basic DDx configuration can continue to be useful.  However, 2 additional configurations should be considered: H&P Optional and Case Review.

The HPO configuration allows the students to focus on the following tasks:

  • Extracting pertinent information from a chart
  • Developing a differential
  • Ordering and reviewing tests
  • Selecting a final diagnosis
  • Developing a management plan

A history or physical exam is optional.

The Case Review configuration provides the all the same components as above except one cannot take a history or perform a physical. This configuration is ideal for faculty who want to place their “paper cases” into a database for auto-scoring for the diagnostic reasoning components when played by students, thereby reducing faculty time. If you can cut and paste in a word document, you can create a case.


 
 

Year 2 Students – Lessons Platform

A heart auscultation lesson is also available. An ECG interpretation lesson will be available in 2018.

 
 

Performance Review

Regardless of the case configuration you choose, IHP provides student and group analytics assisting you in determining competency as well as identifying areas of struggle—typically knowledge or diagnostic reasoning. This information is available as soon as the students complete their cases.

Data can be used for individual and group feedback. Some institutions have found student case play scores an early predictor of those students who may need additional assistance to become successful clinicians.

Individual Performance

Individual performance data is provided to both users and faculty. Users can drill down to get exceptionally detailed performance information.

Group Assessment Performance

Objective assessment of patient evaluation.

Group reports are provided to faculty to assess common areas of proficiency and deficiency. Faculty analytics sessions provide suggestions for targeted intervention.

Commonly Missed Tasks

Group and individual reports are available to identify important concepts that were commonly missed. Above shows one of 28 available charts.

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Definition of Hypertension http://www.i-human.com/definition-of-hypertension/ Tue, 14 Nov 2017 16:14:29 +0000 http://www.i-human.com/?p=3457 The American Heart Association has updated the definition of hypertension.

 

Know your blood pressure

Definition of Hypertension 

 

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Use of i-Human Across the Stages of PA Education http://www.i-human.com/use-of-i-human-across-the-stages-of-pa-education/ Thu, 09 Nov 2017 19:59:15 +0000 http://www.i-human.com/?p=3267

This paper contains information for the following. Use the links below to quickly access areas of interest.

Year 1 Students
Case Player Configuration
| Recommended Use | Lessons Platform
Year 2 Students
Case Player Configuration
| Recommended Use | Lessons Platform
Symptom to Diagnosis®
Case Player Configuration
| Recommended Use | Lessons Platform
Performance Review


Year 1 Students – H&P+Dx Configuration

Year 1 Students – Recommended Use

1st and 2nd Semester

For the PY1 students, the patient case player in the H & P + Dx configuration is ideal because:

  • it introduces the history and physical examination process
  • provides automatic scoring, reducing faculty time
  • provides exposure to tests & differential diagnoses, while not being graded on these
  • arrows show where feedback is provided if played in learning mode

Institutions found that student performance on these types of cases was a predictor of student performance on both MCQ exams and early clinic patient experiences.

Could be incorporated in the following types of courses:

  • Clinical Medicine I and II
  • Diagnostic Methods I and II
  • Physical Diagnosis I and II

Lessons Platform: A history taking lesson is available free of charge, to remind students of the components of a comprehensive and focused history.

Additional lessons cover the following topics:

  • anatomy and pathophysiology
  • virtual microscopy
  • heart auscultation and murmurs

Year 1 Students – Lessons Platform


Year 2 Students – Case Play Configurations

1st Semester


Year 2 Students – Recommended Use

1st Semester

For the PY2 students, the patient case player in the Basic DDx configuration allows them to practice the skills used in a patient encounter.

All salmon colored bubble charts are autoscored by i-Human, thereby providing detailed analytics on both individual and cohort performance. This data allows faculty to easily identify concepts that the majority of the class has failed to understand and can focus on what is not understood, rather than providing non-specific general. Arrows show where student feedback is provided if played in learning mode.

The HPO configuration played in test mode is ideal for an “in classroom” team-based learning session focusing on diagnostic reasoning. The teams are provided the equivalent of a “paper case” i.e., the case author’s history and physical exam findings, and then they are expected to work together to determine the differential, order the appropriate tests, interpret the test results, and arrive at a final diagnosis and management plan. Each team then presents their diagnosis and reasoning. Cases “across the ages” from newborn to 92 y/o are available.

These cases can also be used when standardized patients actors are a “no show”.

Year 2 Students – Lessons Platform

Heart Auscultation Lesson



Symptom to Diagnosis®

 

Case Play Configuration

 


Symptom to Diagnosis – Recommended Use

Clinical Practicum

For the student in clinical practicum, the patient case player in the Symptom to Diagnosis configuration is now appropriate to supplement their clinical experiences.

These cases (151 cases covering 14 major symptoms/lab findings) come with diagnostic reasoning and symptom approach videos (207 videos) to assist the student in becoming efficient as well as broaden their exposure to a varied number of diagnoses. The symptoms are:

  • Abdominal pain
  • Acute kidney injury
  • Anemia
  • Back Pain
  • Chest pain
  • Delirium
  • Dizziness
  • Dyspnea
  • Fever
  • Gastrointestinal bleeding
  • Headache
  • Hyponatremia
  • Syncope

Each case is based on a proprietary evidentiary database that is used to assist in case design and ensure that “evidence based medicine” is being provided.

Symptom to Diagnosis – Lessons Platform

Diagnostic Reasoning/Symptom Videos


Performance Review

Could be use as review of cases prior to certification exams

Individual Performance

Individual performance data is provided to both user and faculty. Users can drill down to get exceptionally detailed performance information.

Group Assessment Performance

Group reports are provided to faculty to assess common areas of proficiency and deficiency. Faculty analytics sessions provide suggestions for targeted intervention.

Commonly Missed Tasks

Group and individual reports are available to identify important concepts that were commonly missed. Above is just one of 28 available charts.

For more information please CONTACT US.

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NCCPA Examination Task Areas http://www.i-human.com/3220-2/ Mon, 23 Oct 2017 16:02:43 +0000 http://www.i-human.com/?p=3220  

Tasks Exam Content How i-Human Cases Address These Tasks
History & Physical Exam 16%
  • Students practice and are assessed on their ability to conduct an appropriate comprehensive & focused patient interview
  • Students practice and are assessed on the performance of an appropriate physical examination for the patient’s complaint
  • Students develop a list of key findings thus documenting their ability to identify pertinent history and physical examination information
Use of Lab and Dx Studies 14%
  • Students will see test results with normal and abnormal diagnostic ranges throughout the various cases
  • Students are assessed and receive feedback on the indication for laboratory and imaging studies
Developing a Differential Dx 18%
  • S2D lectures provide guidance on the patient’s presenting symptom and the development of an appropriate differential diagnoses based on presenting symptoms or physical findings
  • Students are assessed on their ability to identify pertinent historical information and risk factors for the development of differential diagnosis list
Health Maintenance 10%
  • Students are exposed to health maintenance issues either in patient charts or as a focus of specific patient encounters
  • Many cases have embedded exercises that address epidemiology of selected medical conditions as well as healthy lifestyles and disease detection/prevention
Clinical Intervention 14%
  • Management/SOAP notes sections allow faculty to assess the student competency in their management and treatment selections for a variety of medical conditions
  • End-of-life issues are addressed in palliative care cases which contain a variety of sequential exercises and mini-patient vignettes
Pharmaceutical Therapeutics 18%
  • Selected i-Human cases specifically address the recognition of medication side effects
Applying Basic Science Concepts 10%
  • Patient cases frequently have embedded basic science questions that are auto-scored and provide student feedback. Questions can easily be edited or added at the client’s discretion
TOTAL 100%

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Use of i-Human Across the Stages of Medical Education http://www.i-human.com/use-of-i-human-across-the-stages-of-medical-education/ Mon, 02 Oct 2017 08:00:12 +0000 http://www.i-human.com/?p=3143

Case Player Configuration | Recommended Use |  Lessons Platform



Recommended Use

M1 Students

 

For the M1 students, the patient case player in the H&P+Dx configuration is ideal. It introduces the history and physical process and provides automatic scoring, thereby reducing faculty time. Students also get exposed early to tests and differential diagnoses while not being assessed on these components. Cases “across the ages” from newborn to 92 years of age are available.

Institutions have shared that student performance on these types of cases was shown to be a predictor of student performance on both MCQ exams and early clinic experiences.

history taking lesson is available to remind students of the components of a comprehensive and focused history.

Additional lessons include heart auscultation with heart sound tracings.

Lessons Platform

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