Number
430
Name
Virtual Patient Simulation: Correlation Between Perceived Learning and Critical Thinking Dimensions
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Claudia Elizondo Galdeano, Tecnológico de Monterrey, Escuela de Medicina y Ciencias de la Salud
Alex Edgardo Rodriguez Mejia, Tecnológico de Monterrey, Escuela de Medicina y Ciencias de la Salud
Nancy de los Angeles Segura Azuara, Tecnológico de Monterrey, Escuela de Medicina y Ciencias de la Salud
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Simulation-based learning has become increasingly popular in medical
education. This study aimed to examine the relationship between students’
perceived learning using a virtual patient simulator (VPS) and the six
dimensions of critical thinking (CT) described in Facione’s theoretical
framework: interpretation, analysis, inference, evaluation, explanation, and
self-regulation.
METHODS
A total of 127 fourth-year medical students at a Mexican university
participated in an assignment involving an interactive VPS. The simulator
presented scenarios based on a set list of pathologies aligned with the
course syllabus and was designed so that learners could gather clinical data
and make diagnostic decisions within the VPS. Students then completed the
Critical Thinking Assessment Scale Short Form and a three-item perceived
learning questionnaire developed by the research team to capture students’
subjective integration of course knowledge with clinical context, connection
of prior and new learning, and understanding of simulation resources.
Correlational analyses were conducted to explore associations between
perceived learning scores and scores across Facione’s six dimensions.
RESULTS
Correlational analyses revealed uniformly positive but modest associations
between perceived learning and all CT domains. Pearson’s coefficients ranged
from 0.17 (self-regulation, p = 0.125) to 0.22 (analysis, p = 0.019).
Similarly, Spearman’s rank, ranging from 0.17 to 0.29, with interpretation
(rho = 0.29, p = 0.002) and analysis (rho = 0.26, p = 0.005) showed the
strongest associations. Other dimensions showed smaller values.
CONCLUSION
These results show a modest positive correlation between perceived learning
and certain dimensions of critical thinking, specifically analysis and
interpretation. Limitations include reliance on self-reported perceived
learning, modest effect sizes, and lack of longitudinal data. Educators
should focus on ways that virtual patient simulations and similar learning
activities can better foster critical thinking so students can apply
knowledge more readily in clinical scenarios.
Simulation-based learning has become increasingly popular in medical
education. This study aimed to examine the relationship between students’
perceived learning using a virtual patient simulator (VPS) and the six
dimensions of critical thinking (CT) described in Facione’s theoretical
framework: interpretation, analysis, inference, evaluation, explanation, and
self-regulation.
METHODS
A total of 127 fourth-year medical students at a Mexican university
participated in an assignment involving an interactive VPS. The simulator
presented scenarios based on a set list of pathologies aligned with the
course syllabus and was designed so that learners could gather clinical data
and make diagnostic decisions within the VPS. Students then completed the
Critical Thinking Assessment Scale Short Form and a three-item perceived
learning questionnaire developed by the research team to capture students’
subjective integration of course knowledge with clinical context, connection
of prior and new learning, and understanding of simulation resources.
Correlational analyses were conducted to explore associations between
perceived learning scores and scores across Facione’s six dimensions.
RESULTS
Correlational analyses revealed uniformly positive but modest associations
between perceived learning and all CT domains. Pearson’s coefficients ranged
from 0.17 (self-regulation, p = 0.125) to 0.22 (analysis, p = 0.019).
Similarly, Spearman’s rank, ranging from 0.17 to 0.29, with interpretation
(rho = 0.29, p = 0.002) and analysis (rho = 0.26, p = 0.005) showed the
strongest associations. Other dimensions showed smaller values.
CONCLUSION
These results show a modest positive correlation between perceived learning
and certain dimensions of critical thinking, specifically analysis and
interpretation. Limitations include reliance on self-reported perceived
learning, modest effect sizes, and lack of longitudinal data. Educators
should focus on ways that virtual patient simulations and similar learning
activities can better foster critical thinking so students can apply
knowledge more readily in clinical scenarios.
Presentation Tag(s)
International Presenter, Student Travel Award Nominee, Student Presentation