Table 4 Students’ satisfaction with curricular integration of VPs

1.

I felt well-informed about how the virtual patients were integrated into this course

4.4/0.6

2.

The chronological order of the virtual patient work and the corresponding teaching events was well thought out.

4.3/0.7

3.

The time spent on the virtual patients was well balanced with the time spent on the corresponding teaching events.

4.2/0.8

4.

The content of virtual patients and the corresponding teaching events complemented each other well

4.1/0.8

5.

The corresponding teaching events gave me an insightful learning experience, which I would not have had from the virtual patients alone.

4.6/0.6

6.

I think that learning with the virtual patients is important in order to do well in the final exam for this course

4.0/0.7

7.

I had easy access to the virtual patients at my convenience.

4.5/0.8

8.

The teachers helped me to assess my learning during the corresponding teaching events

3.9/0.7

9.

The teachers facilitated the further development of my clinical reasoning skills during the corresponding teaching events

4.2/0.7

10.

The teachers were well prepared for the corresponding teaching events (incl. familiarity with the virtual patients).

4.4/0.7

11.

I was actively involved in critically weighing pros and cons for explanations given by other students during the corresponding teaching events.

3.6/0.9

12.

I was actively involved in applying my newly gained insights in clinical reasoning, during the corresponding teaching events

4.1/0.7

13.

I was actively involved in refining my clinical reasoning skills during the corresponding teaching events.

4.1/0.7

14.

The quality of discussion during the corresponding teaching events was good.

4.2/0.7

15.

I felt secure enough to openly discuss even my shortcomings (e.g. my mistakes while working with virtual patients) during the corresponding teaching events.

4.1/0.7

16.

I felt a positive climate for learning during the corresponding teaching events

4.6/0.5

17.

I felt like part of a ‘community’ during the corresponding teaching events.

4.3/0.7

18.

The combination of virtual patients and corresponding teaching events enhanced my clinical reasoning skills

4.1/0.8

19.

The combination of virtual patients and corresponding teaching events made me feel better prepared to care for a real life patient with this complaint.

4.0/0.7

20.

Overall, the combination of virtual patients and corresponding teaching events was a worthwhile learning experience.

4.5/0.5