AI-Enabled Virtual Patients as Part of Clinical Skills Training: A Cross-Sectional Program Evaluation of Student Perspectives on the McMaster Virtual SP Tool
TL;DR
Medical students’ awareness, use, and perceptions of the McMaster Virtual SP Tool are examined, finding users valued its accessibility, independent low-stakes rehearsal, and usefulness for focused history-taking, question wording, and clinical reasoning.
Abstract
Large language model-enabled virtual patients may expand access to clinical skills practice by supporting explicitly defined practice tasks. This program evaluation examined medical students’ awareness, use, and perceptions of the McMaster Virtual SP Tool, a custom generative artificial intelligence tool developed to supplement clinical skills practice. We conducted an anonymous, single-institution cross-sectional survey of students across three cohorts at McMaster University. Quantitative responses were summarized descriptively, and free-text responses were analyzed using qualitative content analysis informed by task-aligned fidelity, deliberate practice, learner-centred feedback, and simulation instructional design. Thirty-five students responded; 23 (65.7%) were aware of the tool and 16 (45.7%) had used it. Among the 16 users, 15/16 (93.8%) found the tool at least somewhat easy to navigate; 13 (81.3%) would use it again; and 13 (81.3%) would recommend it. Across all respondents, 14/35 (40.0%) reported using AI-enabled virtual patients for OSCE preparation. Users valued its accessibility, independent low-stakes rehearsal, and usefulness for focused history-taking, question wording, and clinical reasoning. Perceived limitations included reduced human connection, nonverbal and emotional realism, physical examination practice, and feedback specificity. AI-enabled virtual patients may therefore be considered as adjuncts for selected cognitive and structural rehearsal tasks. Objective educational outcomes were not assessed.