The effectiveness of sequencing virtual patients with lectures in a deductive or inductive learning approach

Abstract

Sequencing VPs in inductive and deductive learning approaches leads to no significant differences on students' performance when full guidance is offered in the inductive approach.

Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load

“…Huwendiek et al (2013) showed that fifth-year students preferred having a lecture that is followed by VPs, a small group discussion, and then a real patient session. Marei et al (2017) reported no significant difference between sequencing VPs before the lecture (inductive learning approach) or after it (deductive learning approach) on students' performance when direct instruction is offered in the inductive approach to novice learners.…”

“…The sequence of VPs (learning task) and lecture (supportive information) has been evaluated with respect to students' preference and effectiveness (Huwendiek et al 2013;Marei et al 2017). Huwendiek et al (2013) showed that fifth-year students preferred having a lecture that is followed by VPs, a small group discussion, and then a real patient session.…”

Remote learning using co‐constructed clinical cases as a preclinical strategy in dentistry

“…Most students formulated correct diagnostic hypotheses. They were also satisfied with the methodology because it encouraged inductive learning 4 and achieving metacognition. The students felt that the methodology should be permanently implemented in the course as preparation for in‐person patient care (Figure 2).…”

Teaching communication skills with technology: Creating a virtual patient for medical students

“…The logs for the male and female students who used the application were examined, and no gender related differences were found, although previous studies in literature have reported contrasting findings in this regard (Marei, Donkers, Al-Eraky, & van Merrienboer, 2017). Furthermore, other studies have reported that the higher the cognitive load of students in these applications, the greater the negative effect on their learning experiences (Choi, Lindquist, & Song, 2014).…”