Implementing Virtual Simulated Person Methodology to Support the Shift to Online Learning: Technical Report

Abstract

The COVID-19 pandemic has dramatically changed how education is delivered worldwide. The resultant rise of e-learning, whereby teaching is undertaken remotely and on digital platforms, has extensively impacted universities and other higher education organizations around the world. One approach to support this change in education delivery is the use of virtual simulation approaches. Our team at SimXSpace has piloted a virtual workshop using Zoom, an online video-conferencing platform, and virtual simulated persons (SPs) to support communication and interpersonal skills among learners. The main objective of the pilot virtual workshop was to develop and implement the SP methodology remotely via the Zoom platform (Zoom Video Communications, San Jose, California) and to evaluate its effectiveness as an immersive environment for simulation. The virtual workshop involved four instructors who intend to implement virtual SPs within their courses, two workshop facilitators, and two SPs. The workshop was conducted synchronously using Zoom features. The workshop followed a predefined structure and was completed as planned. Outcomes suggest that remote simulation delivery using virtual SPs and delivered online via Zoom is feasible and provides an effective environment in which to conduct SP methodology to teach communication and interpersonal skills. The findings suggest that remote simulation and virtual SPs can support experiential education and provide an effective and engaging learning environment. The virtual workshop was successful and laid a foundation for future online training programs for the use of SP methodology. Moreover, it formed an effective outline for subsequent iterations of this virtual training workshop and prompted discussion of plans for future workshops with various programs across a pan-university context.

Shifting to Delivering Simulation Virtually Within a Healthcare Education Setting

“…Simulations in any setting must be meaningful to the learner to ensure the best learning outcomes [3].…”

“…While each educational institution may implement telesimulations differently, many have chosen to approach this experiential learning with preparatory information; for example, learners may be provided with the history and background of the simulated patient before entering the simulation [ 1 , 2 ]. Using online platforms such as Zoom, learners enter the virtual simulation where they are able to engage with the simulated patient [ 1 , 3 ]. Similar to in-person modalities, the simulation ends with a debrief that promotes self-reflection and critical thinking that can be applied to ongoing learning [ 1 ].…”

“…Similar to in-person modalities, the simulation ends with a debrief that promotes self-reflection and critical thinking that can be applied to ongoing learning [ 1 ]. Variations of this approach include permitting the learner or facilitator to “time-out” during the simulation for feedback, in order to debrief and/or dissect important information and dialogue being captured during the session [ 3 ].…”

Cross-disciplinary perspectives on the transition to remote education

“…22 Prior to the COVID-19 pandemic fully online programmes for clinical teaching thus remained relatively uncommon. 23 Necessity has prompted innovation as the arrival of the COVID-19 pandemic obliged institutions around the world to shift to fully remote education. Many are now delivering content remotely that would previously have been taught face-to-face.…”

“…Their approach is detailed in their feasibility study exploring the intervention with instructors acting as participants. 23 However, evaluation of implementation with students is not yet available and the efficacy has not yet to be established. Gomez et al at Johns Hopkins transformed a radiology elective from in person to remote delivery.…”