“…ITSs support “leaning-by-doing,” and provide individualized support, point out errors, and organize content to cater to the needs of the individual when the teacher has limited time to spend (Corbett, Koedinger, & Hadley, 2002; Koedinger & Aleven, 2007; VanLehn, 2006, 2011). Although there is a great potential for the use of medical ITS, few of these systems have been fully developed (e.g., Azevedo & Lajoie, 1998; Clancey, 1987; Crowley & Medvedeva, 2006; Lajoie & Azevedo, 2006; Lajoie, 2009; Maries & Kumar, 2008; Obradovich et al, 2000; Rogers, 1995; Sharples et al, 2000; Smith et al, 1998), a smaller number of which have been empirically evaluated (Crowley et al, 2007; El Saadawi et al, 2008; Woo et al, 2006). …”