The Emotional and Behavioral Impact of Delivering Bad News to Virtual versus Real Standardized Patients: A Pilot Study

O’Rourke, Sarah; Branford, Kelly; Brooks, Taylor L; Ives, Lindsay; Nagendran, Arjun; Compton, Scott N.

doi:10.1080/10401334.2019.1652180

Cited by 25 publications

(40 citation statements)

References 24 publications

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“…Of the 29 studies, 12 (41%) studies evaluated knowledge using multiple-choice question tests. Approximately 31% (9/29) of studies evaluated knowledge via general clinical knowledge–based tests that used a variety of validated questionnaires such as the Maastricht Assessment of Simulated Patients questionnaire and the Attitudes toward Poverty scale questionnaire [ 39 , 56 ]. Approximately 10% (3/29) of studies assessed knowledge using open-ended style exam questions.…”

Section: Resultsmentioning

confidence: 99%

“…Approximately 3% (1/29) of studies used psychometric testing to evaluate the learning experience [ 33 ]. Another study measured salivary cortisol levels before and after the intervention to evaluate whether delivering bad news via a real simulated patient or a virtual simulated patient evoked the same psychological stress [ 56 ]. Approximately 66% (19/29) of studies used validated scales to assess the learning experience, namely, the Intrinsic Motivation Inventory [ 57 ], General Self-Efficacy Scale, Learner Satisfaction with Simulation Scale [ 36 ], and Diagnostic Thinking Inventory [ 51 ].…”

Section: Resultsmentioning

confidence: 99%

“…A full list of the validated scales used in the RCTs in this review is provided in Multimedia Appendix 2 [ 26 , 33 , 34 , 36 - 38 , 41 , 42 , 45 - 49 , 51 , 54 - 58 ]. Approximately 7% (2/29) of studies reported on behaviors as an outcome, and none of the studies reported patient or health care outcomes [ 51 , 56 ]. Only 3% (1/29) of studies reported on adverse health outcomes as part of their secondary outcomes [ 42 ].…”

Section: Resultsmentioning

confidence: 99%

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Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature

Ryan¹,

Callaghan²,

Rafferty³

et al. 2022

J Med Internet Res

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Background There is a lack of evidence in the literature regarding the learning outcomes of immersive technologies as educational tools for teaching university-level health care students. Objective The aim of this review is to assess the learning outcomes of immersive technologies compared with traditional learning modalities with regard to knowledge and the participants’ learning experience in medical, midwifery, and nursing preclinical university education. Methods A systematic review was conducted according to the Cochrane Collaboration guidelines. Randomized controlled trials comparing traditional learning methods with virtual, augmented, or mixed reality for the education of medicine, nursing, or midwifery students were evaluated. The identified studies were screened by 2 authors independently. Disagreements were discussed with a third reviewer. The quality of evidence was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The review protocol was registered with PROSPERO (International Prospective Register of Systematic Reviews) in April 2020. Results Of 15,627 studies, 29 (0.19%) randomized controlled trials (N=2722 students) were included and evaluated using the MERSQI tool. Knowledge gain was found to be equal when immersive technologies were compared with traditional learning modalities; however, the learning experience increased with immersive technologies. The mean MERSQI score was 12.64 (SD 1.6), the median was 12.50, and the mode was 13.50. Immersive technology was predominantly used to teach clinical skills (15/29, 52%), and virtual reality (22/29, 76%) was the most commonly used form of immersive technology. Knowledge was the primary outcome in 97% (28/29) of studies. Approximately 66% (19/29) of studies used validated instruments and scales to assess secondary learning outcomes, including satisfaction, self-efficacy, engagement, and perceptions of the learning experience. Of the 29 studies, 19 (66%) included medical students (1706/2722, 62.67%), 8 (28%) included nursing students (727/2722, 26.71%), and 2 (7%) included both medical and nursing students (289/2722, 10.62%). There were no studies involving midwifery students. The studies were based on the following disciplines: anatomy, basic clinical skills and history-taking skills, neurology, respiratory medicine, acute medicine, dermatology, communication skills, internal medicine, and emergency medicine. Conclusions Virtual, augmented, and mixed reality play an important role in the education of preclinical medical and nursing university students. When compared with traditional educational modalities, the learning gain is equal with immersive technologies. Learning outcomes such as student satisfaction, self-efficacy, and engagement all increase with the use of immersive technology, suggesting that it is an optimal tool for education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature

Ryan¹,

Callaghan²,

Rafferty³

et al. 2022

J Med Internet Res

View full text Add to dashboard Cite

show abstract

“…In addition to the above learning contexts and practical aspects, the remaining 18 articles ( 15 , 21 , 24 , 27 , 40 , 41 , 43 , 54 , 73 , 77 , 83 , 87 , 89 , 95 , 100 , 102 , 103 , 105 ) reported the integration of VS into other case-based learning experiences in virtual patient-care settings. Despite the diversity of virtual patient systems and clinical scenarios, these studies generally showed that VS-integrated case-based learning as a feasible teaching approach ( 54 ) could result in students’ learning gains, retention of information, and transfer of knowledge to clinical application ( 89 , 95 , 100 , 102 ), help future physicians improve diagnostic accuracy thus enhance the clinical reasoning teaching ( 15 , 27 , 43 ), extend students’ preparedness level for their future clinical experiences ( 40 , 83 ), facilitate empathy ( 24 ), cultural competence ( 77 ) and comprehensive clinical skills such as communication-based skills ( 21 ), clinical decision-making skills ( 78 ) within undergraduate medical education, and improve students’ confidence in managing clinical scenarios ( 41 ), thus was highly received by students ( 89 , 95 , 105 ).…”

Section: Resultsmentioning

confidence: 99%

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Wang

Lü

et al. 2022

Front. Med.

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Virtual simulation (VS) as an emerging interactive pedagogical strategy has been paid more and more attentions in the undergraduate medical education. Because of the fast development of modern computer simulation technologies, more and more advanced and emerging VS-based instructional practices are constantly increasing to promote medical education in diverse forms. In order to describe an overview of the current trends in VS-based medical teaching and learning, this scoping review presented a worldwide analysis of 92 recently published articles of VS in the undergraduate medical teaching and learning. The results indicated that 98% of included articles were from Europe, North America, and Asia, suggesting a possible inequity in digital medical education. Half (52%) studies reported the immersive virtual reality (VR) application. Evidence for educational effectiveness of VS in medical students’ knowledge or skills was sufficient as per Kirkpatrick’s model of outcome evaluation. Recently, VS has been widely integrated in surgical procedural training, emergency and pediatric emergency medicine training, teaching of basic medical sciences, medical radiation and imaging, puncture or catheterization training, interprofessional medical education, and other case-based learning experiences. Some challenges, such as accessibility of VS instructional resources, lack of infrastructure, “decoupling” users from reality, as well as how to increase students’ motivation and engagement, should be addressed.

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“…There is also some evidence regarding the use of 'tele OSCEs' for assessment of clinical skills (3). It has been shown that virtual patient encounters are valid to extrapolate and induce the same emotional responses as in real standardized encounters, in assessment of communication skills, and that this form of communication has no difference in patient-perceived information exchange, interpersonal relationship building, and shared decisionmaking compared with the face-to-face communication (4,5).…”

Section: Introductionmentioning

confidence: 99%

COVID-19 pandemic and assessments of final year medical students in psychiatry: an innovative Sri Lankan experience

Hapangama

Kuruppuarachchi

2021

Sri Lanka J. Psyc.

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The Emotional and Behavioral Impact of Delivering Bad News to Virtual versus Real Standardized Patients: A Pilot Study

Cited by 25 publications

References 24 publications

Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature

Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

COVID-19 pandemic and assessments of final year medical students in psychiatry: an innovative Sri Lankan experience

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