Introduction: E-Learning applications are an integral part of modern medical curricula. Nevertheless, there is only a narrow empirical basis for an optimal integration strategy of computerized teaching methods in medical education. This article focuses on the integration experiences with three different online systems for interactive virtual patients (VPs) in clinical undergraduate medical education at the universities of Heidelberg, Munich (LMU), and Wuerzburg.
Methods: Five different integration strategies for VPs are presented and compared with respect to motivational aspects, logistics and acceptance of both students and teachers.
Results: A voluntary use of VPs without curricular integration leads to low acceptance. Exam relevance of VPs and integration with face-to-face teaching are key factors for a high level of acceptance. The assets and drawbacks of all described strategies are discussed in the conclusions of this article.
Conclusions: Case-based e-learning can be successfully integrated into clinical undergraduate medical education when key factors are considered.