Virtual patients: a critical literature review and proposed next steps

By D. A. Cook, Marc M. Triola. Medical Education, 2009

615 citations recorded by the source corpus.

Subfields: Family Practice, Physiology, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/58e4fd5988ab214d0e9f9e38a99096ccbab04330

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Family Practice

1. P. Erwin
2. Marc M. Triola
3. D. A. Cook

In Physiology

1. P. Erwin
2. D. A. Cook
3. Marc M. Triola
4. Jason H. Szostek
5. Amy T. Wang
6. B. Zendejas
7. Ryan Brydges
8. S. Hamstra

In Public Health, Environmental and Occupational Health

1. P. Erwin
2. Marc M. Triola
3. D. A. Cook
4. B. Zendejas
5. Ryan Brydges
6. S. Hamstra
7. R. Hatala
8. Jason H. Szostek

Citations in the corpus

• Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis (2020, background): “As proposed by Cook and Triola [96], virtual patients can be said to be a modality for learning in which learners actively use and train their clinical reasoning and critical thinking abilities before bedside learning [96].”
• Comparative Effectiveness of Technology-Enhanced Simulation Versus Other Instructional Methods: A Systematic Review and Meta-Analysis (2012, background): “Representativeness of sample Present (1) 32 (35) Comparison group from the same community Present (1) 88 (96)”
• Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration (2019, positive): “This virtual patient simulation review has been preceded by several narrative reviews [22,34-37] and 2 systematic reviews with meta-analyses [38,39].”
• Computerized Virtual Patients in Health Professions Education: A Systematic Review and Meta-Analysis (2010, methodology): “19 This review had important methodological limitations, including incomplete accounting of existing studies, limited assessment of study quality, and no quantitative pooling of study results.”
• The effect of simulation games on the learning of computational problem solving (2011, background): “Additionally, simulated patients (Bergin & Fors, 2003; Cook & Triola, 2009) were proposed to develop medical science students’ clinical reasoning ability.”