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Table 3 Focus group categories

From: Evaluation of virtual patient cases for teaching diagnostic and management skills in internal medicine: a mixed methods study

Categories Subcategories
Residents want practical resources beyond traditional curriculum Want concise, evidence-based, clinically relevant information
Place to practice skills without consequences
Medical students at different levels have different learning needs Preclinical students are focused on tips/skills
Preclinical students want to practice experience of real world before clerkship
Clerks are focused on knowledge/medical expert content
Clerks want to practice application of knowledge
Difficult to meet needs with any one type of learning resource
Appreciated elements of IMCE cases High quality, comprehensive
Realistic
Practical delivery of clinically relevant details
Provides an approach
Evidence-based
Interactive
Optional curriculum resource
Suggestions for improvement Cases are too long, with too many details e.g. scoring systems
Link to multimedia (videos, images, Apps)
Include extra information like scoring systems as optional links
Increase interactivity
General challenges in the current use of CanMEDS in medical education The way CanMEDS breaks down the concept of the physician is reductionist, not organic
Portfolio—allows debriefing on challenging cases, but rigid format
CanMEDS is useful for educators to plan curriculum but may be inherently challenging to teach
VP cases and CanMEDS VP cases may be a useful resource to integrate CanMEDS roles
Simulations cannot replace real world experience of patient care Some skills are still better learned via practice and experience