Virtual simulated international placements as an innovation for internationalisation in undergraduate programs: a mixed methods study

Abstract

Background Inherent features in virtual simulation could be utilised to deliver collaborative global education that is inclusive, accessible, and valued by students and facilitators. The aim of this study was to evaluate the impact of the International Eyecare Community (IEC) platform’s virtual simulated international placements (VSIP) in optometric education. Methods An international, multi-center, cross-sectional mixed methods study with Deakin University, Australia, and the Elite School of Optometry, India, was used to evaluate the impact of VSIP in the IEC using pre-existing deidentified data collected from teaching and learning activities within the optometry course curriculum. Data on students and facilitators perceptions of the VSIP were collected through deidentified transcripts from focus group discussions. The data were interpreted using descriptive statistics and qualitative analysis using constant comparison for thematic analysis. Results A total of 64 out of 167 student participants completed survey responses (39%) and 46 out of 167 (28%) completed self-reflective inventories. Focus groups with 6 student participants and 6 facilitator participants were recorded and analysed. Student participants reported the IEC was relevant (98% agreement) and motivated them to apply theoretical knowledge to a clinical context (97% agreement). The themes identified through qualitative analysis were: factors inherent to the virtual simulation that enabled learning through VSIP, the VSIP supported cognitive apprenticeship, VSIP enabled clinical learning for optometric education, VSIP’ role in cross-cultural professional identity development in optometry students. Conclusion The study found that the VSIP platform helped to motivate students to learn and improve their clinical skills. The VSIP was considered a potential supplement to physical clinical placements and could revolutionize global optometric education by offering co-learning across cultures.

Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion?

“…Freirean scholarship suggests that learners must be active participants in their own learning journey and Fraser emphasises equal voices across diverse populations to prevent exclusion [ 34 ]. With VS, the diverse features of the technology can enable learners to engage through various forms of participation, for example allowing the choice of learners to make audio or text contributions, thereby allowing for their voice to be included [ 38 ]. Learners who might not have had voice and learners who did not previously have access to diverse perspectives therefore have an opportunity to be changed through voice and reflection on voice.…”

“…We suggest VS should provide participants with access to different ways of being through exposure to different materials [ 38 ]. Whether it is through exchanging ideas and perspectives with peers during a debriefing session or engaging with challenges directly in a simulation activity [ 38 ].…”

“…We suggest VS should provide participants with access to different ways of being through exposure to different materials [ 38 ]. Whether it is through exchanging ideas and perspectives with peers during a debriefing session or engaging with challenges directly in a simulation activity [ 38 ]. This can disrupt social assumptions by leading the learner to embody the authentic narrative/problem in VS, in ways that they might not be able to otherwise access within the curriculum [ 41 ].…”