Does the virtual refractor patient‐simulator improve student competency when refracting in the consulting room?

Alhazmi, Mohammed S; Butler, Craig; Junghans, Barbara M

doi:10.1111/cxo.12800

Cited by 5 publications

(3 citation statements)

References 35 publications

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“…Moreover, the online session allowed the students and the faculty to participate from a distance. These benefits are similar to previous studies (Quail et al, 2016;Alhazmi, Butler & Junghans, 2018).…”

Section: Assessment Processsupporting

confidence: 91%

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

et al. 2020

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Background: Reports on using virtual patients to assess counselling skills is scarce. Aim: This paper describes the feasibility and acceptability of assessing patient counselling skills of pharmacy students using a virtual patient simulator. Description: In this innovative method, a high quality simulator ‘Virtual Patient Learning’ (VPL) was developed at Gulf Medical University (GMU) and was used to assess the counselling skills of 15 pharmacy graduate students. Counselling skills were measured using a four-domain scoring rubric of 1 to 5 marks followed by instant feedback for improvements. Student and faculty satisfaction scores were collected based on the feasibility and acceptability of the assessment method. Evaluation: The average counselling skills score for all students was 68.4 (85.5%) out of 80 (range 54-76), with a standard deviation of 5.8. The overall student agreement on the feasibility and acceptability of the assessment method was 92.8%; it was 100% agreement for faculty. Conclusion: The use of a high quality VPL simulator in assessing counselling skills was deemed feasible and acceptable for students and faculty. The assessment was repeated among 30 Doctor of Pharmacy (Pharm.D.) graduates with similar outcomes. The virtual counselling method will be used in the programme exit exams, as well as in students entering their experiential year. Further studies are required to assess its validity and reliability with more students.

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Section: Assessment Processsupporting

confidence: 91%

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

et al. 2020

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“…Simulation is a great learning method where learners can apply their knowledge and skills in a controlled, safe environment, and it is widely used in medical education (Choong & Tan 2019;Sadideen et al 2014). In optometry, simulated learning experience is already being used, for example, in using virtual refractor (Alhazmi et al 2018;Woodman-Pieterse et al 2016). Ten optometry students who used the virtual refractor reported feeling more knowledgeable and confident, achieving refractive accuracy of within 0.22 ± 0.22 DS and 13% faster than their peers in the control group.…”

Section: Discussionmentioning

confidence: 99%

UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions

Wan Omar,

Cruickshank,

Radhakrishnan

2024

BIOJ

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Purpose: This study aimed to explore the support that UK optometrists feel they require to facilitate their engagement with myopia control intervention. Methods: A self-administered online survey was distributed via QualtricsXM to practising optometrists in the UK via email lists and newsletters of local optical committees, social media, and optometric networks. Questions focussed on learning styles, training needs and barriers to learning. Results: Fifty-five respondents completed the survey. Forty-eight respondents answered the question on where they get information about myopia control and learning style, 79.2% indicated that conferences offering Continuing Professional Development (CPD) material were their main source, and 20.8% preferred online learning as the preferred format of delivery. Optometrists would like to receive training in clinical assessments (78.9%), evaluating suitable interventions (76.3%), developing and implementing specific patient intervention plans (76.3%), carrying out chosen myopia control interventions (fitting/prescribing) (73.7%), and the use of pharmacological interventions (94.4%). Of the 40 respondents who answered professional development questions, 97 5% were most interested in finding, identifying and applying evidencebased practice (EBP), followed by clinical decision-making in myopia control (95.0%). When asked about barriers to learning in this field, 29.7% reported limited time to attend training as the greatest barrier. Conclusion: Optometrists felt they need training in various aspects of myopia management, from practical skills to assessing and fitting/prescribing appropriate myopia control interventions. They were also interested in learning more on EBP and clinical decision-making related to myopia control. To improve the uptake of myopia control among optometrists, various learning methods, especially online learning, and providing sufficient time for training are crucial.

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“…Other studies have focused more on using simulators to assist students in attaining practical skills. This includes the use of online refraction simulators, which mimic the use of a refractor-head to replicate ideal patient responses for the refraction process (Alhazmi et al, 2018), and EyeSI binocular indirect ophthalmoscope, which utilizes augmented reality -the visualization of physical surroundings through a head display -to replicate an eye examination on a simulated patient (Douglass et al, 2021;Rai et al, 2017).…”

mentioning

confidence: 99%

Digital Technologies Easing the Learning Curve in the Transition to Practicum

Chan,

Abou-Issa,

Kim

et al. 2023

JITE:IIP

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Aim/Purpose: This study aims to explore the value of utilizing non-immersive virtual reality (VR) to create virtual learning environments (VLEs) to support and prepare optometry students in their transition into preclinical and clinical teaching spaces. Background: Digital education is widely integrated into university curricula with the use of online simulators, immersive VR, and other digital technologies to support student learning. This study focuses on non-immersive VR as an accessible and low-friction means of accessing VLEs to reduce students’ learning burden. Methodology: Current optometry students were invited to explore 360° 3D panoramic virtual learning environments of preclinical and clinical teaching spaces. Students were recruited to participate in an online Qualtrics survey and individual semi-structured interviews. Quantitative data was analyzed, and thematic analysis was conducted on qualitative data from students’ responses to identify key takeaways on the accessibility and impact of VLEs on students’ learning. Contribution: Non-immersive VR has utility in alleviating student stress and helping transition students into practicum. The VLEs have the means to supplement the curriculum to provide support to students entering the preclinical and clinical teaching spaces. Findings: Students engaged voluntarily with the novel VLEs and utilized the resources to help familiarize themselves with the preclinical and clinical teaching spaces. The open-access resource supported students in their preparation for practical learning and helped to reduce self-reported stress and build confidence prior to entering practical classes. Many of the students enjoyed the experience of navigating through the spaces, which helped to appease their curiosity and reduce the learning curve associated with entering new spaces. The VLEs did not replace attending practical spaces but rather were supportive learning resources that aided students due to limited face-to-face contact hours. For students with existing familiarity with the spaces, through their in-person attendance in pre-clinical and clinical teaching sessions prior to accessing the VLEs, the digital resources were not as beneficial compared to students who were still transitioning into practicum. Recommendations for Practitioners: Introductory digital resources like non-immersive VR are accessible platforms that help to orient and familiarize students with new environments. VLEs can potentially help to relieve student stress and reduce the learning load associated with entering practicum or new learning spaces. Recommendation for Researchers: More work needs to be done on how student preparation can translate to feeling less stressed and more confident in relation to transitioning from traditional learning environments to practical learning spaces. Impact on Society: A broader application of non-immersive VR can be implemented as an introductory learning preparation tool across different disciplines to alleviate student stress and maximize the limited time in practicum to allow focus on learning outcomes and practical skills. Future Research: Future studies should consider different cohorts to study, with a focus on objective measures of engagement with VLEs. The effect of VLEs on students’ cognitive load should be assessed and assessment of self-perceived stress can be evaluated with instruments such as Cohen’s Perceived Stress Scale.

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Does the virtual refractor patient‐simulator improve student competency when refracting in the consulting room?

Cited by 5 publications

References 35 publications

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions

Digital Technologies Easing the Learning Curve in the Transition to Practicum

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Does the virtual refractor patient‐simulator improve student competency when refracting in the consulting room?

Cited by 5 publications

References 35 publications

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

UK Optometrists&rsquo; Professional Learning Needs Toward Engaging with Myopia Control Interventions

Digital Technologies Easing the Learning Curve in the Transition to Practicum

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Product

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UK Optometrists’ Professional Learning Needs Toward Engaging with Myopia Control Interventions