Table 4.

Students’ satisfaction with curricular integration of VPs

id	Question	G3: n = 47
		mean/SD
1.	I felt well-informed about how the virtual patients were integrated into this course	4.4/0.6
2.	The chronological order of the virtual patient work and the corresponding teaching events was well thought out.	4.3/0.7
3.	The time spent on the virtual patients was well balanced with the time spent on the corresponding teaching events.	4.2/0.8
4.	The content of virtual patients and the corresponding teaching events complemented each other well	4.1/0.8
5.	The corresponding teaching events gave me an insightful learning experience, which I would not have had from the virtual patients alone.	4.6/0.6
6.	I think that learning with the virtual patients is important in order to do well in the final exam for this course	4.0/0.7
7.	I had easy access to the virtual patients at my convenience.	4.5/0.8
8.	The teachers helped me to assess my learning during the corresponding teaching events	3.9/0.7
9.	The teachers facilitated the further development of my clinical reasoning skills during the corresponding teaching events	4.2/0.7
10.	The teachers were well prepared for the corresponding teaching events (incl. familiarity with the virtual patients).	4.4/0.7
11.	I was actively involved in critically weighing pros and cons for explanations given by other students during the corresponding teaching events.	3.6/0.9
12.	I was actively involved in applying my newly gained insights in clinical reasoning, during the corresponding teaching events	4.1/0.7
13.	I was actively involved in refining my clinical reasoning skills during the corresponding teaching events.	4.1/0.7
14.	The quality of discussion during the corresponding teaching events was good.	4.2/0.7
15.	I felt secure enough to openly discuss even my shortcomings (e.g. my mistakes while working with virtual patients) during the corresponding teaching events.	4.1/0.7
16.	I felt a positive climate for learning during the corresponding teaching events	4.6/0.5
17.	I felt like part of a ‘community’ during the corresponding teaching events.	4.3/0.7
18.	The combination of virtual patients and corresponding teaching events enhanced my clinical reasoning skills	4.1/0.8
19.	The combination of virtual patients and corresponding teaching events made me feel better prepared to care for a real life patient with this complaint.	4.0/0.7
20.	Overall, the combination of virtual patients and corresponding teaching events was a worthwhile learning experience.	4.5/0.5

G₃: Experimental group using virtual patients, SD – Standard Deviation. Reported scores are in Likert scale: 1. Strongly disagree, 2. Disagree, 3. Neither agree nor disagree, 4. Agree, 5. Strongly agree.