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Figure 1 presents a sample screen card in the VPs module.
t/card – Time in minutes spent on average by one student on one screen card of the virtual patient.
Exclusion criteria were the presence of axis-I disorders or any major neurological or internal disease, left handedness, verbal IQ <90 [National Adult Reading Test (NART)] (Nelson, 1982) and current cigarette smoking and/or drug abuse, as controlled by urine screening (Euromed, Drug Screen Card DOA-154-731, 5072KAB).
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Cmp – Average percentage of screen cards viewed by a student.
Included are sessions in which students have opened at least 50% of the screen cards.
Nevertheless, the demonstrated correlation between the percentage of screen cards viewed by students and their post-test score is again a very positive sign.
However, a correlation between the percentage of screen cards viewed by students (completion rate) and their post-test score could be demonstrated (Spearman R = 0.33; p = 0.03).
All virtual patients were "linear string of pearls" [ 2] cases consisting of 8 to 17 screen cards with text, images, videos, pop-up windows with additional comments and expert advice, as well as formative questions with feedback.
In addition, time spent using the virtual patient system, percentage of screen cards viewed and scores in the formative questions in the VP system throughout the course were traced and recorded.
One test screening card for Young Adult bore the comment: "I don't know why Jason Reitman wants me to feel like this".
They did, though one audience member noted on his screening card, "The first 99 times I saw her breasts were enough".
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com