Exploring medical students’ perceptions of individual and group-based clinical reasoning with virtual patients: a qualitative study

Abstract

Background Virtual Patients are computer-based simulations used to teach and evaluate patient interviews, medical diagnoses, and treatment of medical conditions. It helps develop clinical reasoning skills, especially in undergraduate medical education. This study aimed to and investigate the medical students’ perceptions of individual and group-based clinical reasoning and decision-making processes by using Virtual Patients. Methods The study group comprised 24 third-year medical students. Body Interact® software was utilized as a VP tool. The students’ readiness and the courses’ learning goals were considered when choosing the scenarios. Semi-structured interview forms were employed for data collection. MAXQDA 2020 qualitative analysis software was used to analyze the data. The students’ written answers were analyzed using content analysis. Results The participants perceived individual applications as beneficial when making clinical decisions with Virtual Patients, but they suggested that group-based applications used with the same cases immediately following individual applications were a more appropriate decision-making method. The results indicated that students learn to make decisions through trial and error, based on software scoring priorities, or using clinical reasoning protocols. Conclusion In group-based reasoning, the discussion-conciliation technique is utilized. The students stated that the individual decision-making was advantageous because it provided students with the freedom to make choices and the opportunity for self-evaluation. On the other hand, they stated that the group based decision-making process activated their prior knowledge, assisted in understanding misconceptions, and promoted information retention. Medical educators need to determine the most appropriate method when using Virtual Patients, which can be structured as individual and/or group applications depending on the competency sought.

Mock Wards: Incorporating a Theoretical Framework to Create a Blended Virtual and In-Person Clinical Reasoning Education Platform

“…This involves observing behaviors and the internal cognitive processes that enable learners to understand and replicate those behaviors [ 22 ]. Students can gain valuable insights by observing their peers' reasoning and decision-making processes and learning from their own and peers' mistakes and experiences [ 23 ]. Prior qualitative studies exploring students’ experiences with online classrooms demonstrate reduced knowledge-sharing behaviors and social learning overall in the virtual setting [ 24 ].…”