Teachers are described mainly as creators of virtual patients, facing time, resource, technical and legal demands¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The literature describes the teacher's role in VPs mainly as the creator of virtual patients, while also documenting learner activities and facing challenges. → Hege Inga 2016

Evidence¶

Hege Inga 2016¶

Hege Inga, Kononowicz Andrzej A., Tolks Daniel, Edelbring Samuel, Kuehlmeyer Katja. (2016). A qualitative analysis of virtual patient descriptions in healthcare education based on a systematic literature review. BMC Medical Education. https://doi.org/10.1186/s12909-016-0655-8

q2 · i? · qualitative · r3

Qualitative content analysis of extracted VP descriptions from the healthcare education literature. The Teacher category results report the educator's role "mainly described as the creator of the virtual patients", with documentation, resources, and challenges as further subcategories.

"The role of teacher or educator in the context of VPs was mainly described as the creator of the virtual patients"

Discussion¶

Related Claims¶

• Legal and technical issues are described as the main challenges of developing and using virtual patients — related
• Reported barriers to immersive and VP-based communication training include limited authenticity of non-verbal interaction, unrealistic student perceptions, high institutional resource requirements, technical challenges, and scalability constraints — related
• Resource limitations, technical hurdles and time constraints were the primary reported barriers to implementing paediatric SBE — related