Comparing the training effectiveness of virtual reality and role play among future mental health providers.

Abstract

Objective: The present study compares the effectiveness of a standardized peer-to-peer role play (RP) and a virtual client-trainer (VC-T) in training graduate-level students in the development of interviewing and clinical skills related to working with the military population. The study examines each training modality in six areas: (a) self-efficacy, (b) initial engagement, (c) recognizing and responding to symptoms of posttraumatic stress disorder, (d) recognizing and responding to symptoms of suicide, (e) military cultural competence, and (f) overall competence. Method: A quasi-experimental nonequivalent groups study design was used. The sample comprised students enrolled in a graduate-level program (RP = 61; VC-T = 75). Participants completed pretest measures, attended training, and completed posttest measures. Results: Broadly, the findings revealed that RP and the VC-T are equally effective in increasing trainees’ self-efficacy, recognition and response to posttraumatic stress disorder symptoms, recognition and response to suicide symptoms, military cultural competence, and overall competence. These results suggest that regardless of training modality, trainees demonstrated increased clinical skills and competencies needed for working with the military population. Conclusions: The results suggest that both RP and the VC-T are equally effective, which opens the possibilities of implementing the VC-T as a training tool that has greater reach compared with RP. As more graduate programs offer an online version of their traditional on-ground coursework, the VC-T is an opportunity to have 1 training platform for both on-ground and online students.

Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial.

“…Practicing protective voice adaptations in noise, including during teaching simulations in the virtual classroom, may have improved the participants' belief in their ability to apply these behaviors in real teaching situations. These results are consistent with previous studies in which VR simulations improved self-efficacy, as illustrated by Zheng et al (2021) in their scoping literature review, and by experimental studies on the training of allied health students (e.g., Atuel & Kintzle, 2021) and professionals (Chiang et al, 2022).…”

Applying TEC-VARIETY to Motivate and Engage Learners for Online Learning Success

“…1(chap9),5(chap8), 47 For instance, virtual patient technology was introduced into the training of future mental health specialty providers and was found to effectively increase learner self-efficacy and relevant clinical competency. 49…”