Trial reportInternational journal of medical education2026
Linear virtual patients versus student role-plays in teaching patient-centeredness: a mixed-method study.
Trial report in International journal of medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objectives: This study is aimed to assess differences in patient-centered attitudes between students using linear virtual patients focused on the patient's perspective and those participating in role-play, compare satisfaction with the methods, and explore students' perceptions. Methods: A mixed-methods study was conducted among third-year medical students attending a communication course. Students were randomly allocated to either the virtual patient or the role-play group. In total, 122 students participated. Patient-centered attitudes were assessed before and after the intervention using the Patient-Practitioner Orientation Scale. Satisfaction was measured using a 7-point questionnaire. Six students participated in semi-structured interviews. Quantitative data were analyzed using nonparametric tests and equivalence testing, while qualitative were analyzed using thematic analysis. Results: No differences were observed between the groups in patient-centered attitudes either before or after the intervention. Equivalence testing indicated that outcomes for both teaching methods fell within a predefined equivalence margin of 0.5 points on the Patient-Practitioner Orientation Scale. Students in the role-play group reported higher satisfaction (role-play: median 5.65, IQR = 5.00-6.09; virtual patients: median 5.06, IQR = 4.24-5.62; p = .001). Qualitative interviews revealed that students valued role-play for interpersonal engagement, virtual patients were appreciated for reducing stress and supporting reflective learning. Conclusions: Methods produced equivalent effects on patient-centered attitudes. Although students expressed a preference for role-play due to its realism, they recognized the reflective and low-stress advantages of virtual patients. Future research should explore hybrid approaches.
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