25gma154 10.3205/25gma154 urn:nbn:de:0183-25gma1540 Meeting Abstract Paschkowski Paschkowski Jan J

Charité – Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education, Berlin, Germany

author Bucichowski Bucichowski Piotr P

Charité – Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education, Berlin, Germany

author Kaminski Kaminski Julius Josef JJ

Charité – Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education, Berlin, Germany

author Kullick Kullick Maggy M

Charité – Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education, Berlin, Germany

author Freitas Carvalhosa Taveira Freitas Carvalhosa Taveira Marinara M

Charité – Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education, Berlin, Germany

author Peters Peters Harm H

Charité – Universitätsmedizin Berlin, Dieter Scheffner Center for Medical Education, Berlin, Germany

author German Medical Science GMS Publishing House

Düsseldorf

610 20250908 engl This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). M0626 154 Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) V-21 Weiterentwicklung Medizinstudium – Klinik Düsseldorf 20250908 20250910 V-21-02 TextBackground and aim: Management reasoning is a crucial skill in physicians’ daily practice. While virtual patient (VP) cases have proven effective for training diagnostic reasoning, their potential for teaching management reasoning remains underexplored. Building on prior work by Richters et al. on intervention skills and Cook et al. on management reasoning, we identified the need for a structured framework to guide VP case development. Script theory served as the guiding theoretical foundation. Through a co-design process involving students and academic staff, we developed and piloted a structured framework for VP-based management reasoning training.Methods: We, a team at Charité Medical School consisting of four clinicians and five students, conducted a literature review, engaging in collaborative reading and discussion of 15 selected articles. Key themes were extracted, clustered, and synthesized into core domains for VP case development, which were agreed upon through consensus. We piloted the framework by mapping existing VP cases against these domains and comparing them with newly created cases developed using the framework. Evaluation involved analyzing the coverage of management reasoning elements before and after framework implementation.Results: The management reasoning framework comprises five interdependent scripts: intervention (planning and executing therapy), social (communicating with patients and teams), ethical (applying moral principles), process (navigating team and system workflows), and self-care (ensuring clinician well-being). Analysis of 7 VP cases created without the framework revealed that all 36 case segments focused exclusively on intervention. In contrast, 10 cases developed using the framework demonstrated a broader distribution across 55 case segments: 62% intervention, 16% communication, 15% ethical considerations, 16% process-related reasoning, and 4% self-care, with 7 case segments spanning multiple scripts.Discussion: Our co-creation process successfully integrated perspectives from learners, educators, and current literature into a content framework that demonstrated utility in prototype testing. The framework effectively captures the complexity of management reasoning and serves as both a mapping tool and a shared mental model for VP case development. While our pilot study provides proof of principle, future steps should include broader involvement of clinical educators, adaptation for bedside teaching, and investigation of long-term effects on students’ reasoning precision.Take home messages: Management reasoning encompasses multiple domains beyond intervention decisions.A structured framework can guide the development of comprehensive VP cases. Richters C Schmidmaier R Popov V Schredelseker J Fischer F Fischer MR Intervention skills – a neglected field of research in medical education and beyond 2024 GMS J Med Educ Doc48 Richters C, Schmidmaier R, Popov V, Schredelseker J, Fischer F, Fischer MR. Intervention skills – a neglected field of research in medical education and beyond. GMS J Med Educ. 2024;41(4):Doc48. DOI: 10.3205/zma001703 http://dx.doi.org/10.3205/zma001703 Cook DA Durning SJ Stephenson CR Gruppen LD Lineberry M Assessment of management reasoning: Design considerations drawn from analysis of simulated outpatient encounters 2025 Med Teach 218-232 Cook DA, Durning SJ, Stephenson CR, Gruppen LD, Lineberry M. Assessment of management reasoning: Design considerations drawn from analysis of simulated outpatient encounters. Med Teach. 2025;47(2):218-232. DOI: 10.1080/0142159X.2024.2337251 http://dx.doi.org/10.1080/0142159X.2024.2337251 Parsons AS Wijesekera TP Rencic JJ The Management Script: A Practical Tool for Teaching Management Reasoning 2020 Acad Med 1179-1185 Parsons AS, Wijesekera TP, Rencic JJ. The Management Script: A Practical Tool for Teaching Management Reasoning. Acad Med. 2020;95(8):1179-1185. DOI: 10.1097/ACM.0000000000003465 http://dx.doi.org/10.1097/ACM.0000000000003465 0 0 0 0