Ensuring Knowledge Transfer: The Critical Role of "What-If" Discussions in Virtual Patient Simulation

Area of Science:

• Medical Education
• Health Professions Education
• Clinical Reasoning

Background:

• Virtual Patient (VP) systems are valuable tools in medical education.
• Evidence on VP effectiveness for near and far transfer of learning is limited.
• This study explored an intervention integrating VPs with role modelling, varied case practices, and "what-if" discussions.

Purpose of the Study:

• To measure medical students' experience with the VP intervention.
• To assess improvements in performance scores on near- and far-transfer cases.
• To explore how and why the intervention enhances knowledge transfer.

Main Methods:

• An exploratory mixed-methods study with 21 undergraduate medical students.
• Intervention included role modelling, authentic case practice, and "what-if" discussions.
• Data collected via surveys, pre/post-assessments (near/far transfer cases), and group interviews.

Main Results:

• Students reported positive perceptions of role modelling, case practices, and discussions.
• Significant improvements observed in tumour-stage reasoning for near and far transfer (p < .001).
• Significant improvements noted in initial patient impressions (p = .007) and total scores (p = .018) for far transfer.

Conclusions:

• The VP intervention positively impacted student experience and significantly enhanced near and far transfer of learning.
• Reflection via "what-if" discussions was key to deepening understanding and enabling knowledge transfer.
• The study suggests this integrated approach effectively supports the application of medical knowledge in diverse clinical scenarios.