Background: given the diversity of virtual patient simulation systems, this study provides a comparison of two different tools, in the perspective of deploying them for supporting initial and continuing medical education in Sub-Saharan Africa.
Method: the evaluation was based on existing documentation, analysis of the data models, usage of implemented of virtual patient cases, and interviews with the domain experts.
Results: despite some shared similarities in their contents, there are many differences between the two applications especially in respect to their pedagogic models, technical architecture, types of interactions, feedback, and the learner's performance evaluations.
Discussion and conclusion: the implementation of learning activity based on virtual patient in a given context should consider these differences. According to their respective approaches, this study suggests that MVP is more suitable for novice learners whereas VIPS is more suitable for experienced learners.