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Towards a typology of virtual patients.

机译：走向虚拟患者的类型。

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INTRODUCTION: Although on-screen "virtual patients (VPs)" have been around for decades it is only now that they are entering the mainstream, and as such they are new to most of the medical education community. There is significant variety in the form, function, and efficacy of different VPs and there is, therefore, a growing need to clarify and distinguish between them. This article seeks to clarify VP concepts and approaches using a typology of VP designs. METHODS: The authors developed a VP design typology based on the literature, a review of existing VP systems, and their personal experience with VPs. This draft framework was refined using a Delphi study involving experts in the field, and was then validated by applying it in the description of different VP designs. RESULTS: Nineteen factors were synthesized around four categories: general (title, description, language, identifier, provenance, and typical study time); educational (educational level, educational modes, coverage, and objectives); instructional design (path type, user modality, media use, narrative use, interactivity use, and feedback use); technical (originating system, format, integration, and dependence). CONCLUSION: This empirically derived VP design typology provides a common reference point for all those wishing to report on or study VPs.
机译：引言：尽管屏幕上的“虚拟患者（VPs）”已经存在了数十年，但直到现在他们才进入主流，因此，它们对大多数医学教育界来说都是新的。不同VP的形式，功能和功效存在很大差异，因此，越来越需要澄清和区分它们。本文力图使用VP设计的类型学来阐明VP概念和方法。方法：作者根据文献，对现有VP系统的回顾以及他们在VP方面的个人经验，开发了VP设计类型。使用涉及领域专家的Delphi研究对框架草案进行了完善，然后将其应用于不同VP设计的描述中进行了验证。结果：围绕四个类别综合了十九个因素：一般（标题，描述，语言，标识符，出处和典型学习时间）;教育（教育水平，教育方式，覆盖范围和目标）;教学设计（路径类型，用户形态，媒体使用，叙事使用，交互性使用和反馈使用）;技术（起源系统，格式，集成和依赖性）。结论：这种根据经验得出的VP设计类型为所有希望报告VP或研究VP的人提供了一个共同的参考点。

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