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Curricular integration of virtual patients: a unifying perspective of medical teachers and students

机译：虚拟患者的课程整合：医学老师和学生的统一视角

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Virtual Patients (VPs) may improve cognitive and behavioral skills better than traditional methods do. The aim of this paper was to investigate challenges faced by teachers and students in order to effectively implement VPs across undergraduate and postgraduate curricula. In addition, differences in student and teacher perceptions that could impact curricular integration of VPs were explored. A two-phase descriptive study was performed: 1) evaluation of the VP design process and curricular integration, conducted upon academic medical teachers; 2) evaluation of learning and clinical reasoning experiences with VPs, from the students’ perspective. The results of this study document high acceptance of VPs by both medical teachers and students (n?=?252).VPs seem to fulfill most needs as set by course directors, while they satisfy student needs and create perceptions of improved knowledge and clinical skills reasoning. Medical educators have encountered educational challenges upon transforming the curriculum. To develop VPs, academic institutions have to pay equal attention to the needs of potential adopters and VP authors. Strategic development and use of VPs may motivate more widespread integration of VPs and lead to a high quality medical education system.
机译：虚拟患者（VP）可能比传统方法更好地提高认知和行为技能。本文的目的是调查教师和学生面临的挑战，以便有效地在本科和研究生课程中实施VP。此外，还探讨了可能影响VP的课程整合的学生和老师的看法差异。进行了两阶段的描述性研究：1）对学术医学教师进行的VP设计过程和课程整合的评估; 2）从学生的角度评估与副总裁的学习和临床推理经验。这项研究的结果证明了医学老师和学生对VP的高度认可（n = 252）.VP似乎可以满足课程主管设定的大多数需求，同时他们可以满足学生的需求并建立对知识和临床技能的认知推理。医学教育工作者在改变课程设置时遇到了教育挑战。要发展副总裁，学术机构必须同等重视潜在采用者和副总裁作者的需求。 VP的战略开发和使用可能会激发VP的更广泛整合，并导致建立高质量的医学教育体系。

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