How Aquifer Can Help
Enhancing the range of clinical encounters
In addition to caring for real patients, like Aquifer’s are considered by the LCME to be an acceptable clinical learning experience. However, if the cases are to “count,” students should be given independent learning time to work through them, and the content of the cases should be integrated into the clerkship curriculum in methods similar to patient care (i.e., didactics, bedside teaching, etc.).
There are numerous ways to classify the spectrum of patients to be seen, including:
- Ages/developmental stages
- Types of illnesses
- Systems-based categories
Aquifer cases can be similarly classified and then assigned to students.
There are several suggested methods for assigning cases, including:
- Assign cases at the beginning of the clerkship. All of the cases can be assigned, or a subset of specific cases to prepare students to see patients with conditions they are likely to encounter, or to fill known clinical gaps.
- Assign cases individually as needed mid-way through the clerkship, based on a review of each student’s clinical logs.
- A combination of both.
Aquifer automatically creates a log of students’ completion of virtual patient cases. The Student Report for Administrators and Managers shows the detailed progress of an individual student in each case in a course, including:
- The cases the student has completed, partially completed, or nor yet not begun
- Time from Case Start to Completion
- Additional details on Date the Case was Started, Completed and Last Accessed
- Summary Statements submitted by students for cases that require them
A program service administrator, curriculum administrator, course administrator and course manager can each access this report and view real-time data on student progress.