Abstract Simulation-based medical education is a key tool in developing clinical skills, particularly in neurotraumatology. This study explores how learning contexts (individual vs. team-based) and learner aptitude impact outcomes during virtual patient simulation (VPS) in traumatic brain injury (TBI) diagnosis and decision-making, with a focus on AI, technology, and multidisciplinary collaboration. Eighty-five fourth- to sixth-year medical cadets participated in VPS exercises using the Neurological Exam Rehearsal Virtual Environment. Cadets were randomly assigned to individual or five-member team-based simulations, diagnosing virtual patients with TBI. Knowledge was assessed pre- and postsimulation via a 12-item test. Postsimulation surveys assessed confidence and system usability. Data were analyzed using analysis of covariance and the Johnson–Neyman technique to assess aptitude-treatment interactions (ATI). A significant ATI effect was observed. Cadets with lower baseline aptitude (pretest ≤ 50%) showed significant improvement in posttest performance and diagnostic confidence in the team-based group (83% vs. 62%, p = 0.02). No significant differences were found for mid-range aptitude students. Both groups rated the simulation favorably. Team-based VPS significantly enhances learning outcomes, particularly for lower-aptitude learners. These findings support integrating adaptive, team-centered simulation designs into medical curricula. The study advocates for fostering multidisciplinary teams to improve TBI care and align with the objectives of the National Trauma Simulation Center and the Academy for Multidisciplinary Neurotraumatology.
Boontoterm et al. (2026) studied this question.