User Testing Objective

Purpose of the study:
1. Gauge the value of case generation.
2. Ensure the user can navigate the product.

User Study

Pharm.D. and residency at the USC
Cultural Competency
- Has worked in clinics serving diverse populations including Latinx, Armenian, patients with HIV, and patients with limited access.
- She continues to provide patient care to the under served through the Community Health Centers of Benton and Linn Counties.
Residency Program Director

Big hitting points

Problem:
- Time consuming to generate cases
- Lack of diversity between cases overtime
- *Overall just a pain point as an educator
How RxPert addresses:
- RxPert is a web application designed to help professors easily generate patient cases, making case-based learning more dynamic, customizable, and less time-consuming. Our goal is to enhance the learning experience for students while also reducing the time spent for professors to generate these cases.

| 1. Can you walk us through your process of making cases for your students? | - use existing from clinical cases

makes edits from from real people
Stacy Olstead uses AI - AACP for Ai case generation
| | --- | --- | | Follow Up:
Do you generate large comprehensive cases? are they often shorter?
How often are you generating these cases?
How much time does it usually take? | - A lot of effort
Student will find something wrong with them
lung condition - longer
from scratch - 1 hour
modifying - 30
not a lot of sharing between different departments
- don’t want to share because “you don’t know how the other schools will use it”
- wants to keep material in their own class (not share between med schools)
the OSU med school has people (ED doctors in education) to just to create the patient cases
- | | What aspects of case generation do you find to be most challenging? (Identifying pain points) | - OSCE cases can’t be reused, a big part of the curriculum
- have to redo everything from scratch
- have a script for the person that’s playing the patient
- need to have come up with a triage/diagnosis by winter and by spring you need to treat
integrating epic is difficult | | How frequently are you modifying existing cases to fit new learning objectives with curriculum updates? | - curriculum mapping is least favorite — tie all your assignment COEPA
every quarter : 6 cases - 6-12 hours (for one class- skill exams)
every year for lab
would put more cases in if it was easier to create |

Do not need to ask all, base on flow of conversation.

| 1. How do you currently integrate cultural competency into your teaching? | - talks about it in the CE, and doesn’t include it in the labs

situational (what if they’re fasting?) | | --- | --- | | 2. What challenges do you face when creating these types of cases? | - some don’t want to include anything because it creates bias
some are including race, religion, gender identity
(additional: hates curriculum mapping, issue with not having a director of assessments, have to prove that students are using COEPA) | | 3. In a case generator application, how important would it be for you to be able to customize cultural scenarios, such as how a patient reacts to treatment or understanding of their illness? What kind of level of customization do you envision. | | | 4. What key learning objectives/learning outcomes you aim for when teaching cultural competency? | - COEPA standards
you can also make your own objectives |