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Virtual patients (VPs) can be sequenced with other instructional methods in different ways. Aim: To investigate the effect of sequencing VPs with lectures in a deductive approach, in comparison with an inductive approach, on students' knowledge acquisition, retention, and transfer. Methods: For two different topics, 84 out of 87 students have participated in the lecture and VP sessions. Students from female and male campuses have been randomly assigned to one of the two learning approachesdoi:10.1080/0142159x.2017.1372563 pmid:28936901 fatcat:cot7xavtmzb2lk6geipxy6ae4q