Curriculum integration of virtual patients

Dahri, Karen; MacNeil, Kimberley; Chan, Fong; Lamoureux, Emilie; Bakker, Mattie; Seto, Katherine; Yeung, Janice

doi:10.1016/j.cptl.2019.09.007

Cited by 16 publications

(21 citation statements)

References 33 publications

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“…Many studies used online post-course/post-assignment surveys as the preferred data-gathering method; however, a few used pre- and post-surveys [ 4 , 16 , 28 , 29 , 30 ]. Other methods of data collection included focus groups [ 31 , 32 , 33 , 34 , 35 ], Subjective Objective Assessment Plans (SOAPs) [ 36 , 37 ], and observations [ 32 , 34 , 38 , 39 , 40 ]. Participants in the included studies were mostly pharmacy undergraduates, but some were postgraduate students or pharmacists.…”

Section: Resultsmentioning

confidence: 99%

“…Some studies focused on dispensing and communication skills development [ 12 , 31 , 41 , 42 , 43 ], while others focused on the assessment of the knowledge, metacognition support, and promoting active learning, student confidence and independent studying [ 4 , 11 , 13 , 15 , 16 , 28 , 33 , 35 , 36 , 37 , 40 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 ]. Some literature focused more on presenting the CBS platform and students’ perceptions of it [ 34 , 38 , 39 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 ].…”

Section: Resultsmentioning

confidence: 99%

“…The literature showed that students appreciated the immediate guidance and feedback provided, especially for repetitive training or preparing for exams, with the ability to undertake more activities and view results almost immediately. This promoted active learning and independent studying [ 4 , 13 , 15 , 16 , 28 , 35 , 36 , 52 , 53 , 54 ].…”

Section: Discussionmentioning

confidence: 99%

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Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

et al. 2023

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Computer-based simulations may represent an innovative, flexible, and cost-efficient training approach that has been underutilised in pharmacy practice education. This may need to change, with increasing pressure on clinical placement availability, COVID-19 restrictions, and economic pressures to improve teaching efficiency. This systematic narrative review summarises various computer-based simulations described in the pharmacy practice education literature, identifies the currently available products, and highlights key characteristics. Five major databases were searched (Medline, CINAHL, ERIC, Education Source and Embase). Authors also manually reviewed the publication section of major pharmacy simulator websites and performed a citation analysis. We identified 49 studies describing 29 unique simulators, which met the inclusion criteria. Only eight of these simulators were found to be currently available. The characteristics of these eight simulators were examined through the lens of eight main criteria (feedback type, grading, user play mode, cost, operational requirement, community/hospital setting, scenario sharing option, and interaction elements). Although a number of systems have been developed and trialled, relatively few are available on the market, and each comes with benefits and drawbacks. Educators are encouraged to consider their own institutional, professional and curriculum needs, and determine which product best aligns with their teaching goals.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

et al. 2023

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“…Además, se observa que la metodología de simulación clínica brinda el incentivo necesario para lograr que los estudiantes se involucren en la experiencia, yendo más allá de los ámbitos teóricos o prácticos, visualizando aspectos de responsabilidad social como profesional de la salud en formación. Por lo tanto, trabajar con la metodología de simulación ha sido satisfactorio para los estudiantes, manifestando estar de acuerdo con su inclusión de manera permanente en las mallas curriculares de las carreras del área de la salud, como lo demuestra un estudio realizado en estudiantes de Farmacia, que preferían que la simulación clínica se incorporara tempranamente en el currículo, incluso antes que otras metodologías de enseñanza aprendizaje (25) .…”

Section: Discussionunclassified

“…Destaca la percepción de aumento del nivel de seguridad y confianza de los estudiantes sobre su desempeño al enfrentar situaciones complejas de la atención en contextos reales, además de contar con la posibilidad de equivocarse en un entorno simulado, aprendiendo del error y entrenar competencias como liderazgo, trabajo en equipo, manejo de conflictos, comunicación efectiva, distribución de recursos, toma de decisiones, etc., lo que se ha descrito en algunos estudios, no solo en estudiantes de enfermería, sino que también en otras carreras del área de la salud (25,26) .…”

Section: Discussionunclassified

Importancia De La Simulación Clínica en El Desarrollo Personal Y Desempeño Del Estudiante De Enfermería

Contreras¹,

Ríos²,

Palma³

2021

CicyEnf

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Objective: To determine the importance of Clinical Simulation on the performance of the nursing student in the clinical field and to explore the effects of this methodology for their subsequent performance in real contexts. Material and Method: Mixed study, cross-sectional, quantitative, associative and qualitative phenomenological approach. The unit of analysis were nursing students; the population corresponded to the universe of two fourth-year cohorts from the Universidad Austral de Chile, 106 participants for the quantitative approach and 10 for the qualitative one, selected by convenience sampling. The inclusion criteria for both approaches were having attended the 7th and 8th semester of the study program and having participated in subject simulation activities. Data collection was carried out using sociodemographic, Likerttype perception questionnaires (after face validity and clarity review) and in-depth interviews. Descriptive analyzes, parametric or non-parametric tests were carried out using SPSS v.15 software and qualitative analysis with phenomenological reduction. Researcher triangulation was performed to ensure data quality. Ethical rigor was based on the principles of Ezequiel Emanuel, informed consent and authorization of the university's Scientific Ethics Committee. Results: The methodology was valued in academic and personal areas, increasing security, abilities, skills and the presence of emotional memory, thus contributing to meaningful learning. Conclusions: Early curricular implementation of clinical simulation is important to enhance and optimize aspects related to the users of the system when interacting in real scenarios.

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Immersive virtual reality for pre‐registration computed tomography education of radiographers: A narrative review

Taylor

McLean

Sim

2023

J of Medical Radiation Sci

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To be registered as a medical radiation practitioner, The Medical Radiation Practice Board of Australia (MRPBA) requires radiographers to be capable of performing computed tomography (CT) imaging examinations safely and effectively. Universities meet this requirement by offering practical CT training to radiography students on‐campus and during clinical placements. However, institutions face challenges when facilitating on‐campus CT practicum. Virtual reality (VR) has been suggested as a possible solution for radiography students to gain CT scanning experience. This narrative review explored relevant literature to investigate the potential for immersive VR to be incorporated into CT practicum. Benefits and limitations of this education technology are examined with resultant recommendations made for integration into the CT curriculum. Results found that VR enhances CT learning for students, increases confidence and raises motivation for the simulated CT task. CT simulation provides a viable alternative in the context of pandemic‐imposed restrictions and reduced CT placement duration. However, it remains debatable as to whether immersive VR truly enhances student learning compared with other VR modalities, such as computer‐based CT simulation. In addition, a lack of staff training, availability of resources and technical problems were flagged as limitations. We concluded that before immersive VR is integrated into CT education, significant optimisation of the simulation is needed. This includes ensuring VR scenarios are based on learning paradigms and feedback is integrated as part of simulation learning. Engaging clinical partners during the CT VR rollout is imperative to ensure successful transition of students from university learning to clinical placement.

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Curriculum integration of virtual patients

Cited by 16 publications

References 33 publications

Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

Importancia De La Simulación Clínica en El Desarrollo Personal Y Desempeño Del Estudiante De Enfermería

Immersive virtual reality for pre‐registration computed tomography education of radiographers: A narrative review

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