Virtual Patients from the Learner's Perspective: A Convergent Parallel Mixed Method Study Utilizing Evaluation of...

The use of virtual patient simulations in medical education has recently gained significant attention due to the limitations of traditional clinical training methods, particularly during the COVID-19 pandemic. Virtual patients are interactive digital simulations of real-life clinical cases designed to enhance medical education and training. These simulations expose learners to simulated clinical experiences, providing mechanisms for information gathering and clinical decision-making in a safe environment. Although there are studies that state the effect of this technology on learners' performance, there are limited studies that describe how it is perceived by medical students in the local setting.This study integrated the use of virtual patient simulations in different courses and activities in blended and face-to-face learning to identify the perceptions of medical students in using virtual patients (ViP).

A convergent parallel mixed method was employed to compare and analyze quantitative and qualitative data. Quantitative data from the database of feedback responses of medical students who had experience with ViP using the evaluation of technology-enhanced learning materials (ETELM), in a private medical school affiliated with a private tertiary hospital in the urban center of a lower-middle-income country. Responses from the 7-point Likert scale of the ETELM questionnaire were quantitatively analyzed. Data from the open-ended questions of the ETELM underwent thematic analysis to find commonalities and patterns among perceptions and comments of the learners.

There were 511 responses analyzed from 280 unique respondents to gain insight into students' perceptions of using ViP. Thematic analysis revealed five themes: objectives, technology, learning activities, performance evaluation, and impact.Items on the theme of Objectives and Impact had the highest agreement (mean score of 6.02). The Objectives theme revealed that medical students see the importance of session preparation and planning in relation to the content of the virtual patients and their relevance to participants' competency needs. In the Impact theme, ViP gave the respondents the impression of having a realistic experience in patient management; therefore, illustrating their perceived effectiveness of the learning process obtained from the ViP learning sessions. Items on the theme of Performance Evaluation had the lowest agreement (mean score of 5.86). Participants discerned that providing feedback may be helpful to improve their understanding and learning about the material.

The medical students' perceptions of virtual patients are highly positive. The feedback indicates that the participants felt supported, engaged, and technically prepared. This suggests that the use of ViP aligned effectively with their needs and expectations. However, some improvements in the delivery, feedback, and technical aspects are needed.