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Table 1 Categories and subcategories

From: A qualitative analysis of virtual patient descriptions in healthcare education based on a systematic literature review

Category Subcategories Definition
Patient   The role the patient plays in a VP
Teacher   The role of the teacher in VP development and use
Documentation Tracking and documentation of learner activities and performance
Resources Resources required to create and implement VPs
Challenges Challenges a teacher might face when creating or using VPs
Virtual Patient   Technical and didactical features of VPs
Authenticity Any aspects related to how realistic VPs are
Interactivity Any interactive elements implemented in a VP
Feedback Any kind of feedback that is implemented in a VP (e.g. from VP, tutor, or peers)
Variation Variation and adaptability of VP design
Technology Technical aspects of VPs (e.g. scalability or availability).
Instructional design Design aspects of a VP (e.g. navigation model)
Curriculum   Relation of a VP to an overall curriculum
Purpose Purpose of a VP in a curriculum (e.g. a teaching or assessment activity)
Integration Integration of VPs into a curriculum
Standardization VPs as a standardization of teaching in medical education
Adoption Adoption of VPs in healthcare education
Learner   Learner-related aspects of VPs
Role-Play Roles the learner plays within a VP scenario
Competency Competencies that can be trained with VPs
Learner-centeredness Aspects related to learner as the main focus of a VP activity
Safe Environment VPs as a risk-free environment for learners and patients.
  1. Overview of categories and subcategories derived from the VP descriptions