Department of Medical Informatics and Simulator Medicine, Pavol Jozef Šafárik University in Košice, Faculty of Medicine, https://www.upjs.sk/lekarska-fakulta/ustav/lekarska-informatika/

During the spring of 2020, due to the advancing pandemic of COVID-19, there was a need to move teaching to the online environment in a short time. This need has affected all universities, including medical ones, where a large part of teaching takes place in the form of practical exercises and clinical practice. Here, the NEWMED team analysed the transition to online teaching at the participating institutions and produced a methodological manual for academics that provides information on appropriate teaching methods and tools. Join our multiplier event on 1 December 2022 in Kosice and hear, share and discuss topics that are changing the approach to education in medicine during and after the pandemic.

The database tools allow collecting, storage, handling and evaluation of different types of information. Using a database one can store data about persons, goods, services etc. In contrast to spreadsheet programs the databases usually uses several separate and interconnected tables to minimize duplicate records. The data can be easily accessed, managed and updated; regardless the database content is bibliographic, text, numeric or even graphical.

Virtual scenarios for surgical semiology are developed and improved within projects’ activities of the authors and their primary aim is to foster development of critical thinking in students of medical and healthcare disciplines. Individual patient simulations contribute to the case-based learning approach that is learning style close to the needs of practice. Furthermore, we expect their better preparation for bedside teaching.

Are the virtual patient cases useful for you? Would you also require virtual patients from other clinical disciplines? Do you have any comments or suggestions for improvement? Please provide your feedback by filling out a short questionnaire.

Virtual scenarios for surgery are developed and improved within projects’ activities of the authors and their primary aim is to foster development of critical thinking in students of medical and healthcare disciplines. Individual patient simulations contribute to the case-based learning approach that is learning style close to the needs of practice. Furthermore, we expect their better preparation for bedside teaching.

Are the virtual patient cases useful for you? Would you also require virtual patients from other clinical disciplines? Do you have any comments or suggestions for improvement? Please provide your feedback by filling out a short questionnaire.

Virtual scenarios for ophthalmology are developed and improved within projects’ activities of the authors and their primary aim is to foster development of critical thinking in students of medical and healthcare disciplines. Individual patient simulations contribute to the case-based learning approach that is learning style close to the needs of practice. Furthermore, we expect their better preparation for bedside teaching.

Are the virtual patient cases useful for you? Would you also require virtual patients from other clinical disciplines? Do you have any comments or suggestions for improvement? Please provide your feedback by filling out a short questionnaire.

Virtual scenarios for neurosurgery are developed and improved within projects’ activities of the authors and their primary aim is to foster development of critical thinking in students of medical and healthcare disciplines. Individual patient simulations contribute to the case-based learning approach that is learning style close to the needs of practice. Furthermore, we expect their better preparation for bedside teaching.

Are the virtual patient cases useful for you? Would you also require virtual patients from other clinical disciplines? Do you have any comments or suggestions for improvement? Please provide your feedback by filling out a short questionnaire.

Virtual scenarios for dermatology are developed and improved within projects’ activities of the authors and their primary aim is to foster development of critical thinking in students of medical and healthcare disciplines. Individual patient simulations contribute to the case-based learning approach that is learning style close to the needs of practice. Furthermore, we expect their better preparation for bedside teaching.

Are the virtual patient cases useful for you? Would you also require virtual patients from other clinical disciplines? Do you have any comments or suggestions for improvement? Please provide your feedback by filling out a short questionnaire.

Virtual scenarios for pediatrics are developed and improved within projects’ activities of the authors and their primary aim is to foster development of critical thinking in students of medical and healthcare disciplines. Individual patient simulations contribute to the case-based learning approach that is learning style close to the needs of practice. Furthermore, we expect their better preparation for bedside teaching.

Are the virtual patient cases useful for you? Would you also require virtual patients from other clinical disciplines? Do you have any comments or suggestions for improvement? Please provide your feedback by filling out a short questionnaire.

Virtual scenarios for medical semiology are developed and improved within projects’ activities of the authors and their primary aim is to foster development of critical thinking in students of medical and healthcare disciplines. Individual patient simulations contribute to the case-based learning approach that is learning style close to the needs of practice. Furthermore, we expect their better preparation for bedside teaching.

Are the virtual patient cases useful for you? Would you also require virtual patients from other clinical disciplines? Do you have any comments or suggestions for improvement? Please provide your feedback by filling out a short questionnaire.

Virtual scenarios for vascular surgery are developed and improved within projects’ activities of the authors and their primary aim is to foster development of critical thinking in students of medical and healthcare disciplines. Individual patient simulations contribute to the case-based learning approach that is learning style close to the needs of practice. Furthermore, we expect their better preparation for bedside teaching.

Are the virtual patient cases useful for you? Would you also require virtual patients from other clinical disciplines? Do you have any comments or suggestions for improvement? Please provide your feedback by filling out a short questionnaire.