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INTRODUCTIONNutrition Science and The Virtual Clinical Case
Each program contains several sections of basic science lessons. The basic science content is chosen for its overall importance to nutrition in medicine rather than for its relevance to a particular disease. Lessons are organized in these sections to correlate with the issues that arise in the videotaped case.
Lessons are presented with text on the screen, graphics, voice over, animation, and interactive tasks. Material is divided into lessons which fall into four to six major section headers. The content and design each lesson is unique and extremely flexible within time constraints. Each section is followed by a practice exercise designed to help the student integrate the information from that set of lessons.
Although students are free to open the lessons in any order they choose, they will probably get the most from the program in the least amount of time by completing the program sequentially (introductory video; video case part 1; basic science 1, etc.). Student progress in the lessons is recorded on the main screen. Each of the segments on the wheel becomes notched when it has been completed.
When they are confident they have learned the material, students can take the final exam. There are three versions of the exam with completely different questions, although the topics remain the same. Thus, the student can take the exam three times without repeating questions.
General Design of Virtual-Video Cases: These design elements are common to all the cases in the series, regardless of basic science topic or the patient's problem. Students may open the virtual-video case notebook and view the entire case without ever looking at basic science lessons; however, we recommend that they view the Videocase Part 1 first in Section1, returning to the case after each section is completed.
Videocase Part 1: This sequence is intended to set the stage for the student just entering the program. There are no interactive exercises. The patient case is introduced briefly by an expert figure, i.e., a resident, attending, or another healthcare provider. Setting and characters depend on the case, and the patient may or may not appear. Bulleted text in the notebook summarizes the basic patient information. The information presented is concise and not too complex for a first- or second-year medical student.Interactive sequences: In these sequences students gather more information about the patient and use interactive exercises to make decisions for diagnosis, prevention or treatment. The program is designed so that students view each of these sequences following the group of lessons that teach the relevant basic science.
Clinical Information: Imbedded into various lessons of the module are icons that indicate additional information. When opened, they reveal important clinical points relevant to that specific topic. Students open these icons at any point after the icons appear
on screen.Closing: Important points are summarized for the student on videotape and with bullets. The closing segment is also used to give further information about the case or the general topic that would be too cumbersome to include in the patient interactions.
In some cases, this segment critiques the health care provider's interaction with the patient.
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