Purpose Virtual patient (VPs) systems in medical education has increased recently. Systems development rapidly increases, keeping up with technology advancement. VP simulations allows medical students to practise communication skills in a safe environment. Enhancing learning in the same way a flight simulator does for a pilot. This pilot experiment aims to introduce the virtual integrated patient (VIP) platform to second year medical students and test if this enhances their learning of basic history taking. Methods Students taking Phase 2 Communication with Patients (CWP) module clerks standardized patients (SP) for 3 weeks, communicating with SPs supervised by practicing doctors. They are scored against a basic history taking rubric out of 45, tracked over 3 weeks. The introduction of VIP is supplementary to students taking CWP. Access to practice history taking remotely. Students are tasked to voluntarily clerk 30 cases by the end of 3 weeks upon participation consent. Thereafter, students will complete a survey to understand how they felt about the platform. Results Majority of the students’ scores improved over the 3 weeks. A correlation matrix analyzed the improvement of scores over 3 weeks. Stratifying scores into the number of cases students clerked on VIP. The more cases students clerks on the platform, had better improved scores than those who have not. Students used the portal to practice their communication skills with the VIP chatbot. This ingrained the same 9 sections that the tutors looked at when grading the students communicating with SPs. Conclusion Students unable to attend SP interactions during the course of 3 weeks could practice these skills on VIP. VIP is capable in instilling confidence in students as they take histories of their SPs. This is enforced by the ability of the platform to emulate a real patient’s response in a clinical setting. Enhancing experience and improving students' communications with SPs and future patients.