A Pilot Study of the Impact of Virtually Embodying a Patient with a Terminal Illness

Elzie, Carrie; Shaia, Jacqueline

doi:10.1007/s40670-021-01243-9

Cited by 27 publications

(6 citation statements)

References 45 publications

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“…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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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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“…For example, Taylor et al (2018) outline resources for behavior analysts, Winkle, Schwartz, and Michels (2017) provide resources for preservice health care providers, and Riess and Kraft-Todd (2014) offer a tool for clinicians. In addition, the medical field has found success in increasing comfort and empathy among physicians through virtual reality education following specific training in compassionate care in medical school (Elzie & Shaia, 2021; Gugliucci, 2019). As curriculum and training specific to EI providers within the caregiver coaching context do not currently exist, current resources could be adapted following future research to identify the critical components for EI provider-implemented caregiver coaching.…”

Section: Discussionmentioning

confidence: 99%

Compassionate Care Within Early Intervention Caregiver Coaching

D’Agostino

Douglas

Meadan

2023

Infants &Amp; Young Children

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The practice of coaching caregivers requires early intervention (EI) providers to build relationships using compassionate care while implementing coaching practices to increase outcomes for caregivers and children. Coaching with compassion is highly valued and studied within other disciplines, yet investigations focused on interpersonal skills within the field of EI are just emerging. With the rise of families enrolled in Part C programs along with the increasing emphasis of caregiver coaching, it is critical to explore the approach of coaching with compassion. The aim of this study was to examine EI providers' perceptions and reported use of compassionate care competencies within caregiver coaching. We report findings from an online questionnaire that contained closed and open-ended questions. The results of this study indicate that most compassionate care competencies were ranked highly whereas some were not implemented as often and EI providers reported less confidence in using them. Early intervention providers also identified benefits and challenges to implementation. In addition, EI providers noted the importance of integrating compassionate care competencies into the practice of caregiver coaching. Results provide critical insights related to including compassionate care competencies into preparation for EI providers. Training recommendations and resources for EI providers are discussed.

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“…Another study dealing with perspective-taking tasks is the paper by Elzie and Shaia (2021), which suggests the possibility of combining virtual reality training with practice and clinical skills assessment. However, the results were not conclusive and might have been affected by external factors as the experimental design was a single-group model that lacked control.…”

Section: Standardizing the Experimental Methods And Decision-making S...mentioning

confidence: 99%

VR content and its prosocial impact: predictors, moderators, and mediators of media effects. A systematic literature review

Martínez-Cano,

Lachman,

Canet

2023

Front. Commun.

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The main purpose of this paper is to explore the prosocial impact of virtual reality (VR) audiovisual content based on a systematic literature review of empirical research on immersive VR media's potential to elicit prosocial behaviors. The illusion of place, verisimilitude, and virtual corporeality are the main elements that underpin the creation of immersive experiences that can turn the user into an active subject of the narrative, engaging with the audiovisual content and feeling the emotions it elicits. A virtual reality system that can offer these three elements provides the means to transform not only the user's sensation of space and reality, but even the users themselves. The question this paper seeks to answer is whether audiovisual VR content can influence an individual's thoughts and feelings about otherness, thereby eliciting prosocial behaviors rooted in a sense of social justice, equality and fairness. To this end, it presents a systematic literature review in accordance with the guidelines of the PRISMA statement, applying a self-deductive coding system based on the Differential Susceptibility to Media Effects Model. The review identifies trends in research on the prosocial potential of VR content, among which perspective taking stands out as one of the most common strategies. In addition, predictors, moderators, mediators, effects, and their correlations are identified in the research reviewed.

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A Pilot Study of the Impact of Virtually Embodying a Patient with a Terminal Illness

Cited by 27 publications

References 45 publications

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

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

Compassionate Care Within Early Intervention Caregiver Coaching

VR content and its prosocial impact: predictors, moderators, and mediators of media effects. A systematic literature review

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