ContextDespite the growing use of virtual patients (VPs) in medical education, few studies have explored the features and effectiveness of VP‐based medical communication skills training. We undertook a systematic review to summarise the design and evaluation of VP‐based medical communication skills training systems in order to identify features of successful cases.MethodsFollowing PRISMA guidelines, we searched four databases for studies published between 2006 and 2018. Using a refined classification scheme, we extracted data on instructional design (scenario and instructional intervention), technological design (modality and interaction), and evaluation (user experience, learning effectiveness and evaluator). We assessed the quality of studies using the Medical Education Research Study Quality Instrument (MERSQI) and the QualSyst standard assessment criteria.ResultsA total of 14 studies were included for review. Of these, 85.7% (n = 12) were quantitative and 71.4% (n = 10) involved undergraduate students. The most common VP training scenario was history taking followed by the delivery of bad news. Diverse instructional interventions, including tutorials, learning activities, and feedback, were embedded in the VPs. The first‐person perspective animated within‐screen size VP was a popular technological feature. Most evaluations concerned the reality of simulation (for user experience) and skill in expressing empathy (as a learning outcome). Of the eight comparative studies, half reported significant attitude or skill improvements in the VP group. The distinct features of VPs shown to be effective were well‐designed instructional interventions (eg, a pre‐activity with a protocol‐informed tutorial), and post‐activity (eg, debrief or reflection), scaffolding and human feedback, but not system feedback.ConclusionsEvidence‐based VP training can enable students to gain communication skills in a safe and affordable learning environment. Elaborate technology alone cannot guarantee effective learning, but evidence‐based instructional interventions can facilitate its optimal use and bring about better learning outcomes.

Objective To explore how video learning strategies influence students’ Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted. Methods Data were collected from 65 dental students enrolled in a 21‐week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL. Results FL achievement was predicted by repeated and in‐advance video learning strategies. In‐advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL. Conclusion This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long‐term cultivation of meaning, experience, insight, learning, and practice.

The purpose of this study is to establish expansion methods of mentoring program at specialized high schools. The results are as follows.First, teachers who have positive recognition on the mentoring program should promote it to students. Students want to be employed after graduation at specialized high schools, they should be provided with the program for seeking the career, getting certificates, and improving special ability. Third, there should be cooperation between specialized high schools and universities so that high school mentees and University mentors with the same major can be matched.

No abstract