University of North Texas Health Science Center
Learners using the KBIT Delirium Module will pick from 12 differential diagnoses of delirium based on histories, physical exam findings, and laboratory studies given in each clinical case. Feedback will then be given on which clinical findings are more commonly found in the differential diagnosis selected and which clinical findings are more commonly found in other causes of delirium. KBIT is an advanced, instructional sciences derived, artificial intelligence based approach to DDX training and assessment. It was developed to aid undergraduate medical students in development and assessment of diagnostic competence. KBIT utilizes learning science principles and instructional methods to support the development of problem-specific DDX competencies.
- Aid medical students in the active transformation of problem-specific declarative knowledge of delirium into procedural knowledge of delirium.
- Aid medical students acquisition, comprehension and application of medical knowledge and differential diagnosis of delirium.
- Provide medical school students with the development of diagnostic competency of delirium by providing exposure to multiple case portrayals of delirium which vary in difficulty from prototypical to atypical.
The University of North Texas Health Science Center’s Reynolds Geriatric Education and Training in Texas (GET-IT) Program has partnered with Frank Pappa DO, PhD, and Michael Oglesby PhD developers of a web based differential diagnosis (DDX) tutor KBIT (Knowledge Based Inference Tool).
The development of DDX competence is based on seven cognitive and instructional sciences based research findings:
- Diagnostic competence is “Problem Specific”
- Diagnostic competence is “Disease-Specific”
- Diagnostic competence is a function of “Case Typicality.”
- Differential diagnosis involves “Pattern Recognition”
- The development of diagnostic competence requires “Deliberate Practice.”
- The development of diagnostic competence requires “Immediate, Individually-Tailored Formative Feedback.”
- Evidence of the attainment of diagnostic competence requires the establishment of “Performance Criteria” defining a minimal level of acceptable performance.
KBIT creates multiple practice cases that:
- Are problem and disease specific.
- Support the development and refinement of pattern matching and pattern discrimination capabilities.
- Expose students to multiple case portrayals which vary in difficulty from prototypical to atypical.
- Provide students with pattern recognition oriented feedback.
- And allows the institution to set the performance criteria to help assess competence.
KBIT is used with UNTHSC Texas College of Osteopathic Medicine second year medical students to aid in DDX training in support of the medical school’s curriculum. Second year medical students also participate in a Capstone course to aid in the student’s acquisition, comprehension and application of medical knowledge skills, including differential diagnosis, scientific explanation of findings, and selection of treatments for common and important presentations of Geriatric problems. The GET-IT Program and Drs. Papa and Oglebsy are working together to develop several Geriatrics differential diagnosis tutorial KBIT modules. Drs. Pappa, Oglesby, and Jennifer Heffernan MD of the UNTHSC GET-IT Program have developed the first of these geriatrics diagnosis tutorials, the Delirium KBIT.
The Delirium differential diagnosis tutorial is accessible on the ACDET web site at www.acdet.com under the demo tab, and is available for use free of charge. The Delirium KBIT module is the first to be completed and will be followed by Dementia and Incontinence modules which will be available for use upon completion. Drs. Pappa and Oglesby market their other differential diagnosis modules which are available for charge through their company ACDET.