Expansion of simulation and extended reality for undergraduate health professions education: A call to action

Donovan, Sara; Herstein, Jocelyn J.; Prober, Charles G.; Kolars, Joseph C.; Gordon, James A.; Boyers, Pamela J.; Gold, Jeffrey P.; Davies, H. Dele

doi:10.1016/j.xjep.2021.100436

Cited by 5 publications

(1 citation statement)

References 38 publications

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“…Concurrently, educators grappled with increased workloads and uncertainties about what lay ahead [1,2]. Amidst these difficulties, the pandemic spurred opportunities for innovation and adjustment, marked by a notable shift towards e-learning, virtual courses, webinars, and virtual simulation training [3,4]. Such transformations necessitated adjustments in COVID 2024, 4 curricula and assessment methodologies, as well as a rapid 'pivot' to-and integration of-technology [5,6].…”

Section: Introductionmentioning

confidence: 99%

What Was It like to Learn or Teach in the Health Professions during the COVID-19 Pandemic? Sombre and Tough: A Duoethnography

Ruiz Cosignani,

Jowsey

2024

COVID

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The 2020 COVID-19 pandemic proved challenging for people working and teaching in the health professions. What was it like to learn or teach in the health professions during the pandemic? What challenges were experienced, and how were these navigated? We undertook duoethnography to provide answers to these questions. The authors are an endodontist from Chile who undertook her Master of Clinical Education in New Zealand during the COVID-19 pandemic and one of her postgraduate supervisors. A dataset of 40 photo-reflection dyads and duoethnographic text are presented. We experienced this pandemic as isolating, sombre and tough, albeit for different reasons. Managing relationships and family needs from a distance or in the same space in which work was to occur proved difficult. Postgraduate research was slowed. The educator workload was significantly increased, especially for the first six months of the pandemic, whereby she was tasked with rapidly creating a lot of online virtual learning material. We draw on Emotional Labour theory to make sense of these experiences. Support for clinical educators during pandemics should cater to situational contexts. We recommend Communities of Practice, psychological supports, acts of care (including self-care), wellbeing initiatives, and arts-based practice as potential mechanisms to support educators and learners.

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Section: Introductionmentioning

confidence: 99%

What Was It like to Learn or Teach in the Health Professions during the COVID-19 Pandemic? Sombre and Tough: A Duoethnography

Ruiz Cosignani,

Jowsey

2024

COVID

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A Qualitative Study on the Experiences of Preclinical Students in Learning Clinical and Communication Skills at a Simulation Centre

Sam,

Nathan,

Aroksamy

et al. 2023

Med.Sci.Educ.

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Introduction Simulation centres (SC) and its learning resources are now firmly established as part of medical education. In SC, medical students obtain both knowledge and skills based on a combination of theory and practice using provided resources. This study aims to explore medical students’ use of SC learning resources to learn clinical and communication skills based on Kolb’s experiential learning cycle. This is based on the research question ‘How are the SC resources useful in supporting preclinical medical students’ clinical and communication skills learning?’ The findings of the study can make a case for further enhancement of SC design and resources for medical students in the preclinical phase. Methods A qualitative study involving 20 preclinical medical students with learning experiences in SC was conducted between December 2019 and 2020 at a medical school in Malaysia. Semi-structured interview questions were developed based on Kolb’s learning cycle. The data were thematically analysed using the six phases of Braun and Clarke’s thematic analysis. Results Three main themes were identified based on preclinical medical students’ experiences in SC; they were ‘preparation for authentic clinical experience’, ‘accessibility of multiple resources for learning and support’ and ‘opportunities to learn and improve’. Conclusions The SC’s resources have a significant and positive role in supporting preclinical medical students learn clinical and communication skills. The SC resources prepared them for authentic clinical experiences with a patient-centred care approach and self-directed learning opportunities. Social support from peers, peer tutors and academics emerged as a key finding and resource of the SC as they help preclinical students learn and improve.

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A comprehensive study on unraveling the advances of immersive technologies (VR/AR/MR/XR) in the healthcare sector during the COVID-19: Challenges and solutions

Khan,

Ali,

Khan

et al. 2024

Heliyon

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Expansion of simulation and extended reality for undergraduate health professions education: A call to action

Cited by 5 publications

References 38 publications

What Was It like to Learn or Teach in the Health Professions during the COVID-19 Pandemic? Sombre and Tough: A Duoethnography

What Was It like to Learn or Teach in the Health Professions during the COVID-19 Pandemic? Sombre and Tough: A Duoethnography

A Qualitative Study on the Experiences of Preclinical Students in Learning Clinical and Communication Skills at a Simulation Centre

A comprehensive study on unraveling the advances of immersive technologies (VR/AR/MR/XR) in the healthcare sector during the COVID-19: Challenges and solutions

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