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Aims and method To develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants’ attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses.Results Participants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication.Clinical implications The study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.

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In recent years there has been significant growth in the use of 3D virtual worlds for e-learning and distance education. These immersive environments offer the ability to create complex, highly interactive simulations using in-world modelling and scripting tools. Virtual learning environments support teaching and learning in an educational context, offering the functionality to manage the presentation, administration and assessment of coursework. However the presentation layer of virtual learning environments are highly restrictive, offering limited opportunities to create highly engaging and immersive user experiences. This paper investigates and demonstrates how virtual learning environments (VLEs) and virtual worlds can be integrated to create learner centred experiential based learning experiences in the area of engineering education and virtual laboratories and how this functionality can be extended to allow the tracking and subsequent recording of user interactions in the virtual world. Engineering Education Island, a virtual space dedicated to teaching engineering related subjects is introduced and the practical use of this additional functionality discussed.