The perceived value and impact of virtual simulation-based education on students’ learning: a mixed methods study

Abstract

Background Virtual simulations are used throughout healthcare training programs to enable development of clinical skills, however the potential for virtual simulation to enhance cognitive and affective skills is less well understood. This study explored pre-clinical optometry students’ perceptions of the impact of virtual simulation on the development of core competency skills including patient-centred care, communication, scientific literacy, and evidence-based practice. Methods A mixed methods study was conducted using pre-existing anonymized data from an electronic survey distributed to pre-clinical optometry students enrolled in the double degree Bachelor of Vision Science/Master of Optometry at Deakin University, Australia. The data were interpreted using descriptive statistics and qualitative analysis using constant comparison for thematic analysis. Results A total of 51 responses were analyzed. Students reported that virtual simulation motivated them to become an optometrist (93%) and to learn beyond the course material (77%). Students reported that after participating in the virtual simulation, their core competency skills improved: patient-centered care (100%) evidence-based practice (93%) and clinical reasoning (93%). The themes identified through qualitative analysis were: enablers to cognitive experience in virtual simulation in optometry education, realism of the virtual simulation design, dimensions of fidelity in virtual simulations design replicated the complexity of the optometric environment, virtual simulation as an enabler for learning and assessment in optometry education, a place to develop cognitive and affective skills and application of learning in the virtual simulation developed an appreciation of future roles and professional identity. Conclusion Optometry students perceived virtual simulation in optometric education as a valuable training and assessment strategy enabled by qualities that generate contextual, cognitive, functional, task and psychological fidelity. The data provide insight to inform how optometry educators can incorporate simulation into the curriculum.

Virtual simulated international placements as an innovation for internationalisation in undergraduate programs: a mixed methods study

“…Virtual simulation can develop students’ perception of their professional identity [ 14 ]. Researchers found that student participants reflected that the VSIP were a way to interact with people from different cultures and professional environments to begin to establish cross cultural communication skills and interconnection.…”

“…Virtual simulation motivates optometry students to learn when they see relevance to their future roles and experience authentic learning activities. A previous study on optometry students’ perceptions of virtual simulation found that the correct level of realism generates enough immersion to feel as though they were performing work related training [ 14 ]. In this study participants referenced the meaningfulness of the VSIP in the IEC was supported by the authenticity in the learning experience, “We learn optometry in a real way… rather than learning it theoretically…” (P37).…”

Mirror training device improves dental students’ performance on virtual simulation dental training system

“…Although mirror training with Mirrosistant has a positive impact on students’ perceptions of direction and distance, the simple mirror training device could not replace virtual simulation dental training system, such as Voxel-Man simulator (Voxel-Man, Hamburg, Germany) [ 20 ], Kobra Simulator (Haptikfabriken AB, Stockholm, Sweden) [ 21 ], and SIMODONT [ 22 ]. Presently, virtual reality simulators are becoming an essential part of modern education [ 23 , 24 ]. In pre-clinical settings, virtual reality applied in dentistry constantly serves as a method or an adjunct to improve fine motor skills and hand–eye coordination [ 25 , 26 ].…”

Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion?

“…The intention is to allow learners to participate in active learning through deliberate practice and reflection [ 15 ]. Like other forms of simulation, VS can also allow learners to assume different perspectives [ 16 ]. However, technology itself does not always deliver on its promises—education must be designed to make it more inclusive [ 17 , 18 ].…”

“…There are emerging empirical and conceptual examples of how VS in HPE could influence attitudes toward inclusion in the future healthcare workforce [ 16 , 19 , 20 ]. One empirical study proposes a reflective tool to support simulation delivery teams to evaluate personal assumptions and bias within a VS experience [ 21 ].…”