Competence Of Medical Students Research Articles

The content of the tasks used in improving the professional competence of medical students in English

Ingliz tili keng qo’llaniladigan professional kontekstlarda talabalarni tayyorlashga qaratilgan til o’rganish dasturlarining maqsadi EFL (Ingliz tili chet tili sifatida) bo’yicha talabalarning professional malakasini rivojlantirishdir. EFL talabalari duch keladigan eng muhim muammolardan biri ularning kasbiy malakasini rivojlantirishda autentik materiallar va tajribalarning etishmovchiligidir. Tadqiqotlar shuni ko’rsatdiki, autentik materiallar bilan shug’ullanish professional kontekstlarda ishtirok etish imkoniyatiga ega o’quvchilar odatda yaxshi professional kompetentsiyaga ega bo’ladi [1]

The Aging Care 5Ms Competencies: A Modified Delphi Study to Revise Medical Student Competencies for the Care of Older Adults.

To revise the 2009 Canadian Geriatrics Society (CGS) Core Competencies in the Care of Older Persons for Canadian Medical Students by applying current frameworks and using a modified Delphi process. The working group chose the Geriatric 5Ms model and CanMEDS framework to develop and structure the competencies. National (i.e., Canadian) Delphi participants were recruited, and 3 Delphi survey rounds were conducted from 2019 to 2021. Each survey round collected quantitative data using a 7-point Likert scale (LS) and qualitative data using free-text comments. The purpose of the first round was to establish the importance of the components of the proposed competencies (categorized into 13 subsections) and identify additional themes. The second round assessed agreement with 31 proposed competencies organized into 7 themes: aging, caring for older adults, mind, mobility, medications, multicomplexity, and matters the most. The third survey-rated agreement levels after further revisions to the competencies were applied. The final 33 competencies were shared with survey participants for feedback and other stakeholders for external validation. Mean LSs for the importance of the 13 competency component subsections on the first survey varied from 5.11 to 6.54, with an agreement level of 73%-93%. New themes emerged from the qualitative comments. Mean LSs for the 31 competencies on the second survey ranged from 5.57 to 6.81, with an agreement level of 80%-97%. Mean LSs for the revised competencies on the third survey ranged from 5.83 to 6.65, with an agreement level of 83%-95%. The authors developed the 33 Aging Care 5Ms Competencies for Canadian medical students using a consensus process. The competencies fulfill an important need in medical education, and ultimately, society. The authors strongly believe that the competencies can be woven into existing undergraduate medical curricula through purposeful integration and collaboration, including with other specialties.

Validity of a Patient Communication Scale

BackgroundSince the 1960s, standardized patients (SPs) have been used to prepare medical students for clinical work for these patients provide a controlled domain for learners. Specifically, these type of formative experiences provide a low stakes environment for practice and feedback, thereby increasing learner comfort in communicating with patients. Communication is the cornerstone of patient care, and it is well-established as a core clinical competency for medical students by numerous medical boards, associations, and accreditation agencies. While methods for communication training are of paramount importance, no validated scales assess the impact of these trainings on patient-provider communication where measures are based on attitudinal constructs that predict behavior, such as self-efficacy and preparedness. Thus, the aim of this study is to validity of a Patient Communication Scale (PCS) using an online virtual role-play training simulation.MethodTo validate the scale, 117 medical students were administered the PCS survey before and after completing a professional development virtual role-play simulation where they practiced motivational interviewing skills, talking to a patient who insists on antibiotics for a viral infection.ResultsA confirmatory factor analysis supported the two-factor model based on the subscales of preparedness and self-efficacy. Factor loadings showed all items correlated highly with theoretical constructs (r ≥ 0.902, p < 0.001). The PCS had high internal consistency (α = 0.916). Because there is a lack of scales that have been used to assess medical student as well as medical practitioner patient communication capabilities, specifically their preparedness and self-efficacy, criterion-related validity was not assessed. Convergent, content and construct validity were established.ConclusionThe Patient Communication Scale appears to be a valid tool in measuring the impact of online patient-provider communication skills training and holds promise for assessing other delivery methods.

From GE to ESP: technology of educational work with professional authentic foreign language materials for junior medical students

Introduction. Research competencies, including the skills of working with professional foreign language literature, various authentic sources, the ability to work with specialized scientific databases forms the basis of modern professional training of medical students. Aim. Description of the author's model of working with authentic foreign language materials for junior medical students and justification of the technology of organizing educational activities using specially selected authentic materials at the stage of the transition from general foreign language disciplines to professional communication. The subject of the study was the stage of transition from the general course of a foreign (English) language (GE) to a professional one (ESP). Materials and methods. The research is based on the cascade principle of the formation of foreign language competencies of medical students. This principle presupposes the systematization and practical application of general language knowledge, on the basis of which professionally significant communication skills are formed. The methods of analysis, synthesis, induction, deduction, comparative studies were used, which made it possible to assess the relationship between the system of professional medical education and the use of authentic foreign language materials in this process. The empirical study was implemented by integrating professional questionnaires (needs analysis) [24] into D. Kirkpatrick's four-type model for evaluating the effectiveness of training during the transition from GE to ESP at the beginning and at the end of training. The study was conducted during one academic year (September 2022 – June 2023) in classes in the disciplines "Foreign language (General English)" and "English for professional communication (ESP/EAP)" at the Faculty of Medical Science (N. V. Sklifosovsky Institute of Clinical Medicine, Sechenov University). The respondents of the study were 80 medical students of junior courses (1st and 2nd year students) of the level of English proficiency "Intermediate" (B1+) and "Upper-Intermediate" (B2+). Results. The results of the study showed that medical students from the study group reacted positively to the introduction of professional authentic foreign language materials into the educational process. The developed model of designing educational work allowed to form and put into practice the technologies of the educational process relevant to the professional field of medicine, which increases not only the foreign language communication of students, but also their professional competencies. Conclusion. The scientific novelty of the research lies in the parameters of the developed model of the application of actual authentic materials into the educational process of professional training of medical specialists. The obtained results can be used in professional medical education, improving and improving the process of training professional personnel at the level of development of research and socially significant foreign language competencies.

Remote simulation with simulated patient: Initial clinical learning experience in medical students

To contribute to the development of disciplinary and generic competencies of medical students at Universidad Austral de Chile. through the incorporation of student- centered educational didactics such as remote simulation with a simulated patient (SP). Quantitative, cross-sectional and descriptive research. Non-probabilistic sample included 68 third-year medical students who played two roles: interviewer and evaluator/observer. An instrument adapted from a satisfaction survey was used, applying it at the end of the experience in an anonymous and voluntary digital format (Google Forms). This tool covered 4 areas: Organization, Methodology, Self-assessment, and Evaluation of teaching performance, with closed Likert-type questions of five ordinal categories, two dichotomous questions (yes/no), and 4 open questions. The quantitative analysis was carried out using the SPSS program, and the qualitative one (open questions) with a progressive reduction scheme through three levels. Confidentiality and the fictional contract were protected with signature. The educational experience was very well valued by the students. Similar tendencies were showed in the perception of simulation among the groups that performed the roles of interviewer and evaluator/observer. It is essential to incorporate this type of educational experience into the medical curriculum, since it constitutes a valuable contribution to the development of competencies, through experiential learning, connecting the student with reality, with their emotions, knowledge, and abilities. This approach promotes empathy and communication skills, promoting reflection and self-criticism.

IPA를 활용한 의과대학생의 연구 역량 강화를 위한 요구 분석

Objectives The purpose of this study is to investigate the level of research competencies and requirements resulting from the completion of a research competency enhancement education program for individual medical students. Based on this investigation, the study aims to provide foundational data for educational support in strengthening research competencies within medical schools.
 Methods A survey was conducted targeting a total of 101 participants, including 54 first-year medical students (Group 1) who were enrolled in the E-Medical School, Department of Medicine, and had completed a two-year research education program in the Department of Medical Education, and 47 third-year medical students (Group 2) who had participated in a two-year research education program. Data was collected using a research competencies scale, and paired-sample t-tests and Importance-Performance Analysis were conducted.
 Results First, the results of the needs analysis for the entire student group revealed the need for short-term focused improvement in “interpretation of results” and “presentation skills,” long-term progressive improvement in “acquisition of specialized knowledge,” “experimental execution,” and “communication skills,” and improved awareness in “research ethics,” “laboratory safety,” “communication abilities,” “experimental design,” and “data organization/ analysis,” as well as the need for sustained maintenance in “topic comprehension” and “error judgment.” Second, the needs analysis based on participation in the educational programs revealed the following results. In Group 1 (first-year medical students), there was a need for short-term focused improvement in “laboratory safety,” “error judgment,” “interpretation of results,” and “presentation skills,” long-term progressive improvement in “research ethics,” “acquisition of specialized knowledge,” “experimental execution,” and “communication skills,” and a demand for “communication skills.” In Group 2 (third-year medical students), there was a need for short-term focused improvement in “interpretation of results” and “presentation skills,” long-term progressive improvement in “acquisition of specialized knowledge,” “experimental design,” “experimental execution,” and “communication skills.”
 Conclusions This study provided empirical data related to enhancing the research competencies of medical students, serving as foundational information for the revision of education programs that promote learner-centered research competencies.

Practical tips to improve bedside teaching using learning theories and critical reasoning

Bedside teaching offers the opportunity to integrate the different professional roles and competencies of doctors and medical students with one another. It should not be delivered uniformly to all students but must be adapted to the level of experience of the students. Students at an early stage of their studies need a greater degree of structure and scaffolding than advanced students, as they may still feel insecure regarding a variety of factors. It therefore seems useful to take a closer look at the cognitive theories behind bedside teaching while bearing in mind that, in comparison to other teaching and learning formats, findings about emotion, epistemic beliefs, visual thinking strategies, theories of cognitive load, experiential learning and scripting, critical reasoning, structured briefing and debriefing can improve bedside teaching. This paper provides practical tips to reveal the processes of clinical reasoning and decision-making in a more rational, structured, analytical and critical manner.

Medical Students’ Knowledge of Autism Compared to the General Population: A Pilot Study

Background: Historically, there has been some concern regarding the level of training in autism spectrum disorder (ASD) for medical students. Throughout medical programs in the US, there is no standardised curriculum, and therefore, to make improvements in this area of medical training, a first step is to determine the current areas of competency of medical students. This pilot study investigated whether differences exist in knowledge among third-year medical students and a general population sample. Methods: We investigated beliefs about autism among a group of third-year medical students (n = 202) and among a crowdsourced sample of the general public (n = 858). A survey assessed autism knowledge regarding sources of information, causes, age of earliest diagnosis, front-line treatment providers, and diagnostic versus non-diagnostic symptoms. The third-year medical student sample was obtained from a Health Sciences Center in the Southwest. Third-year medical students were surveyed during their paediatrics rotation. The general public sample accessed and completed the survey through Amazon’s Mechanical Turk (MTurk) platform. Results: Results suggested that although third-year medical students had lower confidence regarding their autism-knowledge base, they possessed more knowledge of autism related to sources of information, causes, and diagnostic testing options than the comparison sample. Additionally, they were significantly better at differentiating diagnostic symptoms from non-diagnostic symptoms. Conclusions: Overall, the results suggest that by their third year, medical students know more about autism than the general public. Results from the current study indicate an improvement in medical students’ knowledge with respect to autism. Treatment options and the continued need for more training to enhance medical student confidence are discussed.

Training future clinicians in telehealth competencies: outcomes of a telehealth curriculum and teleOSCEs at an academic medical center.

This study describes the program and learning outcomes of a telehealth skills curriculum based on the Association of American Medical Colleges (AAMC) telehealth competencies for clerkship-level medical students. A total of 133 third- and fourth-year medical students in a required family medicine clerkship at Stanford University School of Medicine participated in a telehealth curriculum, including a telehealth workshop, site-specific telehealth clinical encounters, and telemedicine objective structured clinical examinations (teleOSCEs) between July 2020 and August 2021. Their workshop communication and physical examination competencies were assessed in two teleOSCEs utilizing a novel telehealth assessment tool. Students' attitudes, skills, and self-efficacy were assessed through voluntary pre-clerkship, post-workshop, and post-OSCE surveys. Most learners reported low confidence in their telehealth physical examinations [n = 79, mean = 1.6 (scale 0-5, 5 = very confident, SD = 1.0)], which improved post-workshop [n = 69, 3.3 (0.9), p < 0.001]; almost all (97%, 70/72) felt the workshop prepared them to see patients in the clinic. In formative OSCEs, learners demonstrated appropriate "webside manner" (communication scores 94-99%, four items) but did not confirm confidentiality (21%) or review limitations of the visit (35%). In a low back pain OSCE, most learners assessed pain location (90%) and range of motion (87%); nearly half (48%) omitted strength testing. Our telehealth curriculum demonstrated that telehealth competencies can be taught and assessed in medical student education. Improvement in self-efficacy scores suggests that an 80-min workshop can prepare students to see patients in the clinical setting. Assessment of OSCE data informs opportunities for growth for further development in the curriculum, including addressing visit limitations and confidentiality in telehealth visits.

ОЦЕНКА СТУДЕНТАМИ ПЕРВОГО ОПЫТА ПРОВЕДЕНИЯ ОБЪ- ЕКТИВНОГО СТРУКТУРИРОВАННОГО КЛИНИЧЕСКОГО ЭКЗАМЕНА В МЕДИЦИНСКОМ ВУЗЕ

This article discusses the result of a survey of 47 graduate students of the S. Tentishev Asian Medical Institute (AzMI) following the result of an Objective Structured Clinical Examination (OSCE) which manner of assessing the clinical skills of all students. The final practical exam was taken sequentially every day to all students for three days, in each group of discipline (Therapy and Pediatrics, Surgery, Obstetrics and Gynecology). Fifteen OSCE stations were developed in accordance with the competencies that should be formed as a result of teaching the disciplines of Therapeutical, Surgical and Obstetric &amp; Gynecological cycle in the speciality of "Medicine". An overwhelming number of students rated the OSCE as an honest, transparent, reliable and less stressful method for assessing the clinical competencies of medical students. The OSCE can be used in combination with other traditional methods to assess the development of students' practical skills.

32 Biplane Ultrasound in Ultrasound-Guided Vascular Access: Impact on Medical Student Competency

32 Biplane Ultrasound in Ultrasound-Guided Vascular Access: Impact on Medical Student Competency

КРИТЕРИАЛЬНО-ОЦЕНОЧНЫЙ АППАРАТ ТЕОРЕТИЧЕСКОЙ МОДЕЛИ ФОРМИРОВАНИЯ ПРЕДПРИНИМАТЕЛЬСКОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ МЕДИЦИНСКИХ ВУЗОВ

This article describes the modeling of the formation of entrepreneurial competence of medical students. Educational programs for the training of medical students (on the example of the specialty “Dentistry”) within the framework approved by the order of the Ministry of Science and Higher Education of the Russian Federationdated 12.08.2020 No. 984 of the Federal State Educational Standard of HE specialist in the specialty 31.05.03 “Dentistry” is based on the traditional model of theoretical courses. The purpose of the study is to analyze the criteria-evaluation apparatus of the developed model and the possibility of its implementation. In a medical university, a system of compactness and competencies formation is used. Currently, the author has explored the potential and practical aspects of introducing modeling tools into the learning process. The problem of the study is to find out the readiness of a medical university to implement a pedagogical model for the formation of entrepreneurial competence of students of medical universities. The result of the study will be an assessment of the expectations, attitudes and readiness of academic staff and students for the formation of entrepreneurial competence.

Self-determination theory in ophthalmology education: factors influencing autonomy, competence and relatedness in medical students

ABSTRACT Background The affective components of learning, including student motivation, has yet to be thoroughly investigated in undergraduate ophthalmology education. This study aims to use Self-Determination Theory (SDT) as a framework to describe the variations in student perceptions of motivation in studying ophthalmology through their satisfactions of autonomy, competence and relatedness, and to highlight factors that stimulate or hinder this. Methods Penultimate year medical students from a single tertiary educational institution undertaking a clinical placement in ophthalmology participated in in-depth interviews to explore factors affecting their perceptions of motivation in studying ophthalmology. Interviews were transcribed and analysed according to the principles of interpretive phenomenography through the theoretical framework of SDT. Results Of the 39 students invited, 10 agreed to participate. Variations in perceptions of experiences generated the outcome space. Participants experienced either amotivation, external locus extrinsic motivation, internal locus extrinsic motivation and intrinsic motivation (conceptions of the outcome space). This was described with respect to their satisfaction of autonomy, competence and relatedness (dimensions of the outcome space). Additionally, 21 factors that impacted on motivation were identified, of which five over-arching factors impacted all three basic psychological needs – guidance, growth mindset, assessment, curricular pressure and extracurricular pressure. Conclusions The findings of this study provide a unique insight into the motivation of medical students studying ophthalmology. This provides an exciting opportunity for medical educators to address the affective aspect of learning.

Instructional environment for development of communicative competence in future clinical psychologists during their professional training

Annotation. The paper looks at the issue of quality training of doctors and development of their professional competencies, including the communicative competence. The aim of the research was to substantiate the instructional environment for the development of the communicative competence in future clinical psychologists. In the course of the research, methods of analysis and synthesis of sources in medicine and teaching were used, as well as a questionnaire method using Google forms to determine the level of development of the communicative competence in medical students. It has been determined that the development of the communicative competence is an integral aspect of the professional training of doctors and is provided for by the Educational and Professional Program in Healthcare. The main definitions used in the research have been clarified: “competence”, “competency”, “communicative competence”. Rationales have been provided for the following structural components of the communicative competence: motivational and axiological component, emotional and volitional component, perceptual component. The analysis of the questionnaire results showed that a significant number of students have certain difficulties with interpersonal interaction and establishing communication with others, but consider it necessary to develop their communicative competence and wish to improve their communicative ability during their training and professional career. The instructional environment for the development of the communicative competence in future doctors has been defined: generation of positive motivation to increase the level of development of the communicative competence; partnership between teachers and students; use of modern interactive teaching methods in the educational process. Thus, the proposed recommendations for the development of the communicative competence can be used in the professional training of clinical psychologists. We consider designing of a model for the development of the communicative competence in future doctors in the course of their professional training as a direction for further research.

Interactive map «Patient Enquiry» as a teaching method for medical students

The need for a serious theoretical understanding of dynamically developing types of visual media content, which include interactive infographics has determined the relevance of the research. Medical students must structure, present and remember the algorithm for questioning the patient. The creation of such texts provides favorable conditions for the implementation of the principles of visibility and communication. One of the practical methods of such a multimedia text can be an educational and methodological cluster on the topic «Angina pectoris», designed to train foreign students of medical universities, which helps to form and develop the necessary skills and competencies of future medical students. The problem of the research is to substantiate the interactive map “Patient Enquiry” as a method of teaching medical students.The purpose of the research is to create interactive infographics aimed at systematizing and consolidating the knowledge of medical students in the «Patient Enquiry» section.The research methods. The article describes practical experience of creating interactive infographics of the «Patient Enquiry» section (on the example of Angina pectoris) for 2d and 3d year medical students.The research results. The first information block is a list of information requested by a doctor from a patient. Block II is a cluster of lexical and grammatical information materials. Block III includes interrogative constructions for each thematic block and options for the patient’s answers.Key findings. The dominance of visual information has a meaningful and structural impact on both the educational sphere and psychology of a student. A doctor with communication technologies is able to create an atmosphere of trust and mutual respect that is comfortable for a patient, to solve his professional task - to effectively diagnose the disease. The result of teaching the language of the specialty should be stable knowledge, skills and communication skills in the educational, scientific and professional fields with further access to a doctor’s professional speech.

Digital competence of higher medical education students in the context of today`s challenges

The importance of digital competence for higher education students cannot be overstated. In today`s world, digital technologies are everywhere and this fact changing the way we live, work and learn. To be succesful in studies of digital technologies, students must develop the skills and knowledge necessary to use these technologies effectively. Digital competence is particularly important in higher education, where students are expected to engage in independent research, critical thinking and collaborative learning. The purpose of the article is to investigate the importance of using new methods in higher education and highlight some of the most promising methods that are currently used, to consider the importance of forming digital competence of students of higher medical education. The article reveals the essence of digital competence of students of higher medical education institutions in the context of studying language disciplines.

Child abuse and neglect: A comparative study between dental and medical students' competencies in Germany.

Despite children's right to a non-violent upbringing, they become daily victims of violence. Physical violence concerns mostly the head-especially the orofacial area. Therefore, dentists and paediatricians should be able to suspect possible abuse and to initiate child protection. This study aimed to record and compare the training situation and competencies of dental and medical students at Jena University Hospital regarding child abuse and neglect (CAN). Using a three-part questionnaire about CAN, 123 medical and 77 dental students were surveyed anonymously after completing all courses on the topic. The question sets included as follows: (1) educational experiences, training content and satisfaction; (2) current knowledge regarding diagnostic, management and legal concerns; (3) self-evaluation, needs of further education and wishes. Reliability of the questionnaire was tested with kappa-statistics and assessed as good. Dental and medical students' overall satisfaction with CAN-related training is low. Although medical students had more knowledge on CAN, all participants showed large deficits. Better diagnostic than management skills were reported in both groups. Only 1.3% dental and 16.3% medical students felt adequately prepared to deal with CAN. 7% of all study participants stated that they can report CAN without any help. 87.0% of medical and 79.2% of dental students expressed a desire for further education. To improve their knowledge, both courses prefer seminars, followed by expert talks, lectures and simulation-based training (SkillsLab). Dental and medical students are inadequately prepared to suspect possible abuse and to deal with possible signs of CAN. Mandatory interdisciplinary courses and lectures addressing CAN are recommendable for both medical and dental curricula.

Analysis of the survey of the formation of communication skills among students of the FOR21 ERASMUS+ project

This article discusses the relevance of the formation of communication skills among medical students, the importance of correcting the methodological aspects of teaching the discipline "Communication Skills", displays the intermediate results of teaching communication skills under the Erasmus + project program. By conducting a survey of students using pre- and post-test. The study was conducted among first-year students, the duration of training was one semester. The survey was conducted in two stages at the beginning and at the end of training. The international and domestic experience among medical universities is given, the most significant achievements in the teaching of this discipline are displayed. The data obtained show the effectiveness of the developed methodology in the learning process, there is an understanding of the use of communication skills in the dyad «Doctor – Patient», thereby forming the communicative competence of medical students from the very beginning of training.

The Effects of Various Teaching Methods on Chest X-ray Interpretation Skills Among Medical Students and Interns: A Systematic Review.

Chest X-ray (CXR) is a common tool used in medical practice. Medical students and interns should acquire knowledge of CXR interpretation, as it is an essential diagnostic tool for a large spectrum of diseases. This systematic review aimed to compare the effect of different intervention techniques on the competency of medical students and interns to demonstrate the level of confidence and competence in interpreting common presentations of CXRs. The population, intervention, comparison, and outcomes (PICO) framework was used to formulate the review question. All related articles in five databases (PubMed, Web of Science, Scopus, Medline, and Embase) were retrieved and the search was completed in March 2023with no limiters on date and time. The number of relevant studies was 469. A multi-level approach through the Rayyan platform was used for the screening and exclusion processes. Eleven articles were included in the systematic review consisting of eight randomized controlled trials, one quasi-experimental study, one cross-sectional study, and one interventional cohort. Results showed significant effects of teaching methods utilizing deductive or inductive approach, clinical history, patient care comfort survey, and SAFMEDS (Say-All-Fast-Minute-Every-Day-Shuffled). Contrarily, no significant effect was shown by flipped classroom models and mixed and blocked practice, peer-assisted learning vs. expert-assisted learning, and Chester, an artificial intelligence tool. This review identified beneficial approaches that may enhance the learning outcomes of interpreting CXRs for medical students and interns, highlighting the remarkable impact of SAFMEDSon medical students' ability to identify CXR findings as well as the availability and practicality of online and e-learning resources for students.

Virtual patient simulation in undergraduate emergency medicine education during COVID-19: Randomized controlled trial

Objective: To examine whether a 2-week or 4-week virtual patient simulation program can improve clinical competence for undergraduate emergency medicine education during COVID-19. Methods: This randomized controlled trial was conducted between October and December 2021. Final-year medical students were randomized into a 2-week short exposure group and a 4-week long exposure group on a 1:1 allocation. They were assessed using a virtual case with structured scoring system before and after the virtual patient simulation learning program. An end-of-program questionnaire on learners’ perceptions was also administered. Results: A total of 138 students were recruited. After the virtual patient simulation program, the virtual case score increment in the long exposure group was significantly higher than in the short exposure group with a mean score difference of 18/100 (95% confidence interval = 9.8 to 26.3). Questionnaire showed generally positive perceptions toward the use of virtual patient simulation program for emergency medicine teaching. Conclusion: Virtual reality learning of 2 and 4 weeks’ duration may be beneficial for improving emergency medicine clinical competence for final-year medical students, especially during periods of limited clinical exposure like the COVID-19 pandemic. A longer 4-week virtual patient simulation program may produce a better learning effect on clinical competence.