Study 2: Instructional Design of Virtual Patients in Dental Education Through a 4C/ID Lens: A Narrative Review

<B>Summary</B><BR><BR>
This study evaluated the extent to which instructional design (ID) principles are integrated into virtual patient (VP) simulations used for clinical skills training in undergraduate dental education. Using the four-component instructional design (4C/ID) model as a guiding framework, the authors conducted a systematic review of 21 peer-reviewed studies. The studies, identified through a comprehensive literature search following the PRISMA framework, were analysed to determine how well they aligned with key ID features such as task variability, learning modes, and cognitive feedback. The findings suggest that while some instructional elements are consistently applied—like variation in clinical tasks—others remain inconsistently addressed. The study concludes that a more rigorous, structured use of ID frameworks like 4C/ID can enhance the effectiveness of VP simulations in dental education.<BR><BR>
<B>Dataset</B><BR><BR>
The dataset contains information extracted from 21 published studies that used screen-based virtual patient (VP) simulations in undergraduate dental education. The data file includes study identifiers and the presence or absence of specific instructional design features categorized under the 4C/ID components: learning tasks, supportive information, procedural information, and part-task practice. Also, ‘study characteristics’, population, study design, and simulation VP features. This dataset supports analysis of how ID principles are applied across studies and helps identify gaps and opportunities for improved VP simulation design in dental education.<BR><BR>