Virtual patients and nontechnical skills in undergraduate health professional education: an integrative review

Background: Technology enhanced simulation such as virtual patients offer flexible, reproducible, and accessible learning experiences for student to develop nontechnical skills.
Method: Integrative review methods were used to synthesize empirical and theoretical literature to provide a comprehensive understanding of virtual patients in curricula relative to nontechnical skills.
Results: Twenty-eight articles were included in the review. Results suggest interactions with virtual patients develop communication, teamwork, and decision-making. Additional themes related to transfer of learning to practice, socialization into roles, and authenticity emerged.
Conclusions: The educational design of the simulation experience, sequencing learning activities surrounding the virtual patient, and authenticity of the virtual patient interaction are identified as important factors for consideration.