Table 2.

Medical teachers’ perceptions for VPs’ design, use and adoption in curriculum

The design process of a virtual patient contributes to:		Table N %
Deeper knowledge of the disease	Yes	48,5%
	No	51,5%
Better memorization of key points.	Yes	51,5%
	No	48,5%
Increase of gaining knowledge	Yes	45,5%
	No	54,5%
Support of the educational experience, since it could be considered equal to training with real patients.	Yes	36,4%
	No	63,6%
Clinical skills development through training in decision making.	Yes	63,6%
	No	36,4%
Clinical skills development through proper virtual patient management.	Yes	60,6%
	No	39,4%