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Inadequate practice and evaluation are two of the primary reasons reported by medical students for limited knowledge and confidence in conducting neurological exams (Moore & Chalk 2009; Schon, Hart, & Fernandez, 2002). Learning how to diagnose patients with Cranial Nerve (CN) disorders is particularly challenging because they are rarely seen and difficult to imitate. Supervised encounters with real patients are hard to schedule because CN disorders are uncommon and standardized patients cannot readily reproduce disorders that affect motor nerves. Virtual patient (VP) simulations, one of five types of simulations used to facilitate medical education (Eder-Van Hook, 2004), give students substantive opportunities to gain knowledge and confidence in interviewing, examining, and diagnosing patients with CN palsies. VP simulations also give medical educators a tool for presenting clinical variations and providing standardized experiences with CNs and CN palsies.

Advancing Virtual Patient Simulations and Experiential Learning with InterPLAY: Examining How Theory Informs Design and Design Informs Theory.