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A virtual simulation‐based clinical skills course.

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Title: A virtual simulation‐based clinical skills course.
Authors: Kassutto, Stacey1 (AUTHOR) stacey.kassutto@pennmedicine.upenn.edu, Clancy, Caitlin1 (AUTHOR), Harbison, Sean1 (AUTHOR), Tsao, Suzana1 (AUTHOR)
Source: Clinical Teacher. Aug2024, Vol. 21 Issue 4, p1-8. 8p.
Subject Terms: *Clinical competence, *Clinical clerkship, *Experiential learning, *Educational outcomes, *Achievement gains (Education), Simulated patients
Abstract: Background: Advancements in technology continue to transform the landscape of medical education. Virtual reality (VR) and remote simulation represent unique approaches to teaching students clinical skills through experiential learning. Approach: We developed, implemented and evaluated a virtual simulation‐based course modelled on Kolb's Learning Cycle. A 5‐day, 15‐h virtual clerkship clinical skills curriculum designed to help students recognise a patient requiring urgent or emergent care was piloted in May 2020. VR and remote simulations facilitated concrete experiences, reflective observation, concept formation, and active experimentation. Curricular evaluation included analysis of usage, performance, self‐assessment, and perceptions of educational value. Evaluation: One hundred and fifty‐six students completed 436 VR sessions (median 3 per student). Students repeated virtual cases, on average, 75% of the time, demonstrating improvement in average performance scores from 59% (attempt 1) to 72% (attempt 2). Post‐course evaluations, completed by 109 (69.9%) students, demonstrated significant improvements in mean scores in all domains of a self‐assessment based on emergent care skills. Implications: We developed and implemented a virtual clinical skills course that allowed students to progress through all four stages of Kolb's Learning Cycle. VR and remote simulations represent an opportunity for educators to reimagine and expand opportunities for experiential learning. The number of students accommodated, total virtual simulations completed, and positive student feedback suggests that this may be a feasible, acceptable, and scalable method for increasing opportunities for progression through Kolb's Learning Cycle. Further investigation into impact on educational outcomes is needed. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A virtual simulation‐based clinical skills course.
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  Data: <searchLink fieldCode="AR" term="%22Kassutto%2C+Stacey%22">Kassutto, Stacey</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> stacey.kassutto@pennmedicine.upenn.edu</i><br /><searchLink fieldCode="AR" term="%22Clancy%2C+Caitlin%22">Clancy, Caitlin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harbison%2C+Sean%22">Harbison, Sean</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tsao%2C+Suzana%22">Tsao, Suzana</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: *<searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Clinical+clerkship%22">Clinical clerkship</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+gains+%28Education%29%22">Achievement gains (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+patients%22">Simulated patients</searchLink>
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  Data: Background: Advancements in technology continue to transform the landscape of medical education. Virtual reality (VR) and remote simulation represent unique approaches to teaching students clinical skills through experiential learning. Approach: We developed, implemented and evaluated a virtual simulation‐based course modelled on Kolb's Learning Cycle. A 5‐day, 15‐h virtual clerkship clinical skills curriculum designed to help students recognise a patient requiring urgent or emergent care was piloted in May 2020. VR and remote simulations facilitated concrete experiences, reflective observation, concept formation, and active experimentation. Curricular evaluation included analysis of usage, performance, self‐assessment, and perceptions of educational value. Evaluation: One hundred and fifty‐six students completed 436 VR sessions (median 3 per student). Students repeated virtual cases, on average, 75% of the time, demonstrating improvement in average performance scores from 59% (attempt 1) to 72% (attempt 2). Post‐course evaluations, completed by 109 (69.9%) students, demonstrated significant improvements in mean scores in all domains of a self‐assessment based on emergent care skills. Implications: We developed and implemented a virtual clinical skills course that allowed students to progress through all four stages of Kolb's Learning Cycle. VR and remote simulations represent an opportunity for educators to reimagine and expand opportunities for experiential learning. The number of students accommodated, total virtual simulations completed, and positive student feedback suggests that this may be a feasible, acceptable, and scalable method for increasing opportunities for progression through Kolb's Learning Cycle. Further investigation into impact on educational outcomes is needed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Aug2024
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