Clinical reasoning
Case history
(+ evaluation)
General impression
of the patient
Diagnosis +
treatment
Supplementary
examination
First physical
examination
Differential diagnosis +
deduction
Examination of
organ systems
Problem list
Serious games
 Accescible, safe and authentic environment for practicing skills
Source: Maurits-Instituut, the Netherlands
 Availability of serious games in veterinary medicine is scarce 
interdisciplinary project with veterinary and computing science
honours students for development of a game
Aims of the project
For the participating veterinary students
 Deepen their knowledge regarding the structure of the clinical
reasoning process
 Broaden their horizon
 Gain insight in the work processes of a different discipline
For all the veterinary students
 Practice their clinical reasoning skills in an interactive way
For the participating computing science students
 familiarize them with the process of designing software for a
commissioning party
Development: methods
 Time box planning with the MoSCoW method
Category
Definition
Must have
Those features that the project would be able to
deliver within the defined time box
Should have
Those features that have fair chance of being
delivered within the defined time box
Could have
Those features that the project could deliver
within the defined time box if everything went
extraordinarily well
Won’t have
Features for which there is not enough budget to
develop them
 Weekly meetings for discussion, testing and feedback
 Participation in lectures
Development
Dr. Y. van Zeeland and Dr. N. Schoemaker (holding
the ferret) with two computing science students
Development
3D work by the computing science students (examination table with ferret)
Computing science students visiting FVM
Challenges
 Technical languages
 Computing Science students following lessons at the FVM
 Understanding the clinical reasoning process
 Technical breakdown
 Designment of case plot
 Planning of the meetings
 (Variable) delegation of students
 Group leaders
The first prototype
 Software ‘Furo’
 Allows teachers to program new cases
 Gives students feedback following each step
The first prototype
Workspace for the teacher to create new cases (case histories)
The first prototype
The first prototype
The 3D art work
The first prototype
Physical examination from the students’ view
The first prototype
Sorting the problemlist and coulping the symptoms to several diseases in
differential diagnoses
The first prototype
Additional examinations
The first prototype
Therapy and evaluation
The first prototype
Feedback and an evaluation for the student
Weekly meeting
https://vimeo.com/172086358
Conclusion
 Students’ experience: very educational project
• Better insight in the clinical reasoning process
• Better understanding of the work of the other discipline
• Better remembering of the subject matter
 The games will be used for educational purposes on the FVM
• Currently in test phase
Acknowledgements
Dr. Y. van Zeeland
Dr. N. Schoemaker
Dr. W. Hürst
Dr. B. Swildens
[email protected]