|Dichotomous||Are educational activities based on virtual patients more interesting than traditional ones?||Yes/No|
|Dichotomous||Did the design process of a virtual patient increase your research interest for the clinical condition related to the case?||Yes/No|
|Open-ended||What are the advantages of the virtual patient design and implementation process and how do they enhance learning?||Free text|
|Open-ended||What 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-ended||Which part of the virtual patient design do you believe is more useful as an educational experience?||Free text|
|Open-ended||Do you think that the selection of multimedia material contributes, to the educational process? If yes, which way?||Free text|
|Set of Yes/No Questions||The 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-scale||What is the difficulty level of the virtual patient design?||1–5 (in ascending order)|
|Open ended||What do you mostly remember from this activity?||Free text|
|Dichotomous||Do you consider that the virtual patient design process corresponds to your IT level of knowledge?||Yes/No|
|Dichotomous||Did the virtual patient design process increase the team spirit?||Yes/No|
|Dichotomous||Do you think it would be possible to implement this method in other fields?||Yes/No|