Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study

Abstract

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.

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

“…Interesting gamification experiences have been developed through medical simulation games in Second Life (Toro‐Troconis and Mellström, ; Vallance et al, ). However, this study presented an academic virtual game without simulated patients, where players accessed knowledge within a competitive setting, which was useful for students' engagement and assessment (Van Nuland et al, ).…”

What is the evidence for the use of simulation training to teach communication skills in psychiatry?

“…Comparing different methods of simulation, some students reporting that their experience of face-to-face simulation was enjoyable and useful as a learning tool,5 8 but medical students in a study using ‘virtual worlds’ for role play reported less anxiety and more enjoyment than face-to-face simulation 10. No studies have directly compared one type of simulation with another, so results must be seen in context and with possible response bias in mind.…”

“…Attoe et al 9 argue that more traditional non-simulation training methods ‘lack human interaction’, whereas it was found that with the use of virtual patients, fidelity could be compromised by poor graphics or limited expression of body language and it was harder to maintain concentration 10. Risk of performance-related stress for simulated patients was also acknowledged 2…”

“…Dave2 argues, although it is an expensive method of teaching, the more simulated patients are used and the more evidence produced that supports simulation, the more cost-effective it will become. In contrast, Vallance et al 10 champion use of virtual worlds for role-play simulation to overcome this problem and Piette et al 8 suggest the use of mental health staff to provide a sustainable method of teaching.…”

A Computational Framework for Planning Therapeutical Sessions aimed to Support the Prevention and Treatment of Mental Health Disorders using Emotional Virtual Agents

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