Table 2 Medical teachers’ perceptions for VPs’ design, use and adoption in curriculum
From: Curricular integration of virtual patients: a unifying perspective of medical teachers and students
The design process of a virtual patient contributes to: | Table N % | |
|---|---|---|
Deeper knowledge of the disease | Yes | 48,5% |
No | 51,5% | |
Better memorization of key points. | Yes | 51,5% |
No | 48,5% | |
Increase of gaining knowledge | Yes | 45,5% |
No | 54,5% | |
Support of the educational experience, since it could be considered equal to training with real patients. | Yes | 36,4% |
No | 63,6% | |
Clinical skills development through training in decision making. | Yes | 63,6% |
No | 36,4% | |
Clinical skills development through proper virtual patient management. | Yes | 60,6% |
No | 39,4% | |