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Table 1 The medical teachers’ questionnaire for the VPs creation, implementation and adoption

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

Question typeQuestionAnswer
DichotomousAre educational activities based on virtual patients more interesting than traditional ones?Yes/No
DichotomousDid the design process of a virtual patient increase your research interest for the clinical condition related to the case?Yes/No
Open-endedWhat are the advantages of the virtual patient design and implementation process and how do they enhance learning?Free text
Open-endedWhat are the weaknesses of the virtual patient design and implementation (or which parts can be improved to contribute more effectively to the educational process)?Free text
Open-endedWhich part of the virtual patient design do you believe is more useful as an educational experience?Free text
Open-endedDo you think that the selection of multimedia material contributes, to the educational process? If yes, which way?Free text
Set of Yes/No QuestionsThe design process of a virtual patient contributes to:a. Clinical skills development through proper virtual patient management.
b. Clinical skills development through training in decision making.
c. Support of the educational experience, since it could be considered equal to training with real patients.
d. Increase of gaining knowledge.
e. Better memorization of key points.
f. Deeper knowledge of the disease.
Likert-scaleWhat is the difficulty level of the virtual patient design?1–5 (in ascending order)
Open endedWhat do you mostly remember from this activity?Free text
DichotomousDo you consider that the virtual patient design process corresponds to your IT level of knowledge?Yes/No
DichotomousDid the virtual patient design process increase the team spirit?Yes/No
DichotomousDo you think it would be possible to implement this method in other fields?Yes/No