Virtual patients have increasingly been used in the training of healthcare professionals to enhance critical decision-making skills in emergency patient management education. The aim of this study is to investigate the contribution of the virtual patient simulation used in the education of paramedic students by comparing the effectiveness of self-directed learning with expert-guided learning. Additionally, it is believed that the study will be beneficial for educators responsible for program design who are interested in integrating the case-based learning method with virtual patients into their curriculum.

Virtual patient-based simulation training is increasingly being used in healthcare and medical education to enhance problem-solving and critical decision-making skills. There are two common approaches in these trainings: instructor-led learning and self-directed learning. In instructor-led virtual patient-based simulation training programs, an experienced subject matter expert guides students through virtual patient simulation activities. The instructor provides feedback, support, and encourages discussion and collaboration among students during the training. This approach is beneficial for students who benefit from structured activities and social support in a group learning environment. However, it can be time-consuming, costly, and may not be suitable for every student.

In self-directed learning, the responsibility for learning lies entirely with the student. Students are given access to virtual patient simulations and are encouraged to work through the cases independently. This approach may be more suitable for students who are self-motivated, enjoy autonomy, and have the discipline to work independently. It also offers a cost-effective and flexible option. However, in this approach, the feedback and support needed for skill development are limited to the feedback reports generated by the computer-based virtual patient software program.

In the literature, studies on the use of virtual patient applications in paramedic students' emergency patient management training are limited. This study aims to contribute to educators who use or plan to use virtual patient simulation by comparing instructor-led virtual patient-based simulation training with self-directed virtual patient-based simulation training to determine which approach is more effective in enhancing students' critical decision-making skills.

Inclusion Criteria:

Volunteer 4th-semester paramedic students from the Department of Vocational Health Sciences at the University

Exclusion Criteria:

Previous experience with the same clinical scenarios