To explore occupational therapist and physiotherapist students learning of skills in interprofessional communication by studying the student’s communication while working together with a virtual patient
Virtual patient
Interprofessional skills
Occupational therapy and physiotherapy students
Qualitative design
PTs
-24 y
Students who had access to online e-learning resources for physiotherapy skills in addition to regular education improved their practical skills, and students found this resource very useful for learning
Working in cooperation in a virtual setting makes facilitate interprofessional communication in students and helps to learn their own profession. An environment was created in which students were able to talk about their careers and gradually reach interprofessional meanings. Communicating and making shared decisions about a patient can facilitate learning how to communicate interprofessional and improve students’ understanding of their own profession
♦ Communication interprofessional ♦ Practical skills
Examine whether the eSkills physiotherapy online training resource improves the performance of practical skills in physiotherapy students in addition to regular training
E-learning
Practical skills training
Physiotherapy students
Nonrandomized controlled trial
PTs Experimental
y Control
y
The experimental group rated the physiotherapy eSkills training online resource for as follows: (1) Improving their practical skills as 8.4 out of 10 (95% CI 8.0 to 8.7) (2) Helping in examination preparation as 8.7 out of 10 (95% CI 8.3 to 9.1) (3) Helping on neurological clinical practicum as 7.6 out of 10 (95% CI 7.0 to 8.2) (4) Usefulness as a new graduate as 6.6 out of 10 (95% CI 5.8 to 7.4)
Students who had access to online e-learning resources for physiotherapy skills in addition to regular education improved their practical skills, and students found this resource very useful for learning
The purposes of this research were to design a VR game and to apply it to teach physiotherapy in neurological diseases
Virtual reality-based game with the Kinect sensor (Xbox 360)
Nervous physiotherapy training
Physiotherapy students
Clinical trial
PTs ()
Evaluate the facilitating level of the game in education (3 Q): mean (SD) and median of 8.04 (2.18) and 8.66 satisfaction in using the game in education (4 Q) mean (SD) and median 0.27 (2.07) and 910 () mean (SD) and median of the 1.79 and 1, respectively
The mean score of students “perception of learning was the level of virtual reality facilitator and student satisfaction was high and the analysis of students” answers to the final questions highlights the therapeutic aspect of the game in comparison with the educational aspect
♦ Learning practice change ♦ Major-related knowledge ♦ Interpersonal skills
To describe a novel, convenient, and cost-effective method for evaluating cardiopulmonary auscultation competency in student physical therapists
Mannequin and computer
Cardiopulmonary auscultation skills
Physiotherapy students
Cross-sectional
PTs () third year
62 students taking and completing the OSCE, 95% (59/62) correctly located the heart auscultation sites and identified the prerecorded heart sound on their first attempt. Ninety-five percent (59/62) also correctly located the pulmonary auscultation sites and correctly identified breath sounds on their first attempt as well. The post-OSCE survey revealed that 75% of students agreed or strongly agreed that this manner of evaluation was an effective way to assess their auscultation skills, increased their confidence with auscultation, and should be included in future OSCEs
The simulation method described in this article is a cost-effective and sustainable tool for assessing hearing competence not only in physiotherapy students but also in other health professions
To develop and evaluate a virtual patient model for primary healthcare and to examine students’ perceptions with this interprofessional virtual patient model
Virtual patient (film)
Interprofessional skills
Nursing, physiotherapy, medicine, and occupational therapy students
Qualitative design
-46 y Medical () Nursing () PT () OT ()
VP model facilitated interactions and discussions between students, and the students valued the comprehensive information about different professions’ roles via the video clips and written texts. VP model might be a suitable tool for preparing students for future teamwork in clinical practice
The virtual patient model facilitated and used the learning process. It also helped students understand the roles and competencies of professionals and other professions
To investigate changes in the intrapersonal and interpersonal cultural empathy of final year physiotherapy students in response to a virtual cultural simulation experience and guided reflection and to explore the satisfaction of students regarding this learning experience
Students reported high satisfaction with the learning experience, with a mean total score of 40/56 (71%)
A virtual cultural simulation experience and guided reflection led to significant increases in students’ intrapersonal cultural empathy, with some influence on interpersonal cultural empathy. Students were highly satisfied with this learning experience
To develop and test a novel impairment simulation activity to teach beginning rehabilitation students how people adapt to physical impairments
Experiential learning and the control group: (video-viewing)
Postparaplegia and hemiplegia rehabilitation training
Occupational therapy and physiotherapy students
Randomized clinical trial
OT: 4,
-43 y Mean: 26.94 y
Experimental activity more positively (,) than the control activity (,;,).
Impairment simulation can be an effective way to teach rehabilitation students about the adaptations that people make to physical impairments. Positive impairment simulations should allow students to experience success in completing activities of daily living with impairments. Impairment simulation is complementary to other pedagogical methods, such as simulated clinical encounters using standardized patients
To evaluate healthcare students’ perspectives on the transferability of the IPE virtual reality simulation learning to clinical practice
Simulation scenarios
Interprofessional skills
Occupational therapy and physiotherapy students
Qualitative design
Medical () Nurse () PT () MSW ()
y ()
Gaining insights into mutual roles and seeing the patient as a whole gap in real-world application
Early exposure to team care through IPE virtual reality simulation can foster an understanding of the interdependent roles of healthcare professionals toward patient-centered care. For greater clinical impact, a further recommendation is to supplement with workplace-based team training to contextualize learning with practice settings
To describe the development of a 3D-VE and to evaluate healthcare students’ experiences of their collaborative learning in the environment
Three dimensional virtual environments (3D-VE)
Interprofessional skills
Occupational therapy and physiotherapy students
A mixed methods study
MED () NUR () PHAR () PT () OT () MSW ()
-23 y
The students demonstrated significant improvements in their attitudes towards healthcare teams () and interprofessional collaboration () after the collaborative learning
Given its flexibility, practicality, and scalability, this 3D-VE serves as a promising tool for collaborative learning across different healthcare courses and institutions in preparing for future collaborative-ready workforces
To support learning efficacy by developing and using 3D datasets in regular healthcare curricula and enhancing the knowledge about possible educational value of 3D visualizations in learning anatomy and physiology
3D visualization: QuickTime VR
Healthcare students (anatomy and physiology)
Healthcare students
Clinical trial
(MDs, PTS) -23 y
Visualizations with varying degrees of interactivity, produced by modern medical imaging equipment, are a promising resource in student-centered medical education
3D visualizations based on authentic, viable material point out a new dimension of learning material in anatomy, physiology, and probably also pathophysiology. It was successful to implement 3D images in already existing themes in the educational programs. The results show that deeper knowledge is required about students’ interpretation of images/films in relation to learning outcomes. There is also a need for preparations and facilitation principles connected to the use of 3D visualizations
To explore the learning effectiveness of 360° video when used as e-learning for healthcare students and whether the technology is a good IT investment for education institutions
Virtual reality with 360° video and head-mounted display: VR-HMD
Practical skills training
Physiotherapy students
Before and after trial
Frst group () (VR-HMD). Second group () used regular video shown on a laptop Third group () received traditional teaching absent of technology use
The paired-sample -test determined whether there was a significant difference in the academic results between the ex-posttest ( test score, ) opposed to the pretest ( test score, ). The -test demonstrated that the students obtained a mean increase of 4.259 in the test scores, with 95% CI (3.832, 4686), (80) =19.875,
The results show 360° video to be equally effective compared to regular video but less effective than traditional teaching. Moreover, 360° video performed better than regular video in the students’ emotions about the technology. We find that 360° video could be a viable alternative to video in e-learning for healthcare students
Augmented studio is an augmented reality system that helps facilitate this by projecting anatomical structures over moving bodies and allowing annotation of these structures
Augmented reality technology (augmented studio): projection mapping to display anatomical information, such as bones and muscles, on the human body in real time whilst the body is moving
Pedagogical practices in physiotherapy in teaching of manual skills
Physiotherapy students
Case-control study
PTS
-29 y (mean 24.7, SD 2.27) First , second , final Three teachers also participated in the evaluation
It can be seen that augmented studio received a positive response on the majority of factors (). Overall: assist learning (: 4.3, SD: 0.48), satisfaction (: 4.1, SD: 0.57), self-rated success (: 4.1, SD: 0.57). Experience: better than traditional class (: 3.9, SD: 0.57), enjoyment (: 4.6, SD: 0.52), improves communication (: 4.3, SD: 0.67).Use intention: (improves understanding of anatomical structures (: 4.6, SD: 0.52), kinesiology (: 4.1, SD: 0.74), anatomy movement (: 3.7, SD: 0.95)
Outcomes from a pilot usability study showed that augmented studio promotes the creation of an engaging teaching and learning experience and the facilitation of communication between teachers and students
The professional ACE-informed training for health! (PATH!) educational program and simulation experience using standardized patients (SP) was developed to help healthcare professionals address ACEs with adults
Video-based training program: CAE learning space clinical simulation platform
To help healthcare professionals address ACEs with adults
Occupational therapy and physiotherapy students
Preliminary evaluation
learners participated OT master’s, PT doctoral students (), family medicine or internal medicine residents () (years 1 through 4
The most frequently coded learner behaviors or actions were asking open-ended general questions (), missing a cue to respond empathetically (), asking a close-ended question about ACEs (), taking a cue to engage in collaborative treatment planning (), taking a cue to explain ACEs to the patient (), responding to/or addressing stigma (). SP actions most frequently coded were nonverbal responses to learner (), verbal responses to learner (), questions about ACEs (), disclosing ACE history (), and acknowledgement of ACEs ()
That medical residents and OT and PT students demonstrated skills during SP encounters congruent with TI training on addressing ACEs with adults, particularly in explaining ACEs, demonstrating empathy, collaborative treatment planning, and stigma reduction. PC residents showed both positive and negative changes in PATH!-specific skills from year 1 to 4 of the training program. This study supports the PATH! model and simulation-based training in preparing clinicians to address ACEs with adults and provides insight into further curriculum improvement
To investigate the effect of SBE on student self-efficacy in the physiotherapy assessment and management of paediatric clients, and to determine student satisfaction with SBE as a learning strategy
Simulation-based education (SBE)
Pediatric clinical training
Physiotherapists
Observational study
PTs (2EXCUD) pre- and post-SBE questionnaires for SBE scenario 1 (, 96%) Both pre- and post-SBE questionnaires for scenario 2 (%) Both pre- and post-SBE questionnaires for scenario3 (, 86%) Students completed the learning reactionaries. (, 86%)
This study, self-efficacy survey response rate varied from 77-96% for each session. Significant increases in mean student self-efficacy were recorded for all questions (). A total of 139 (85%) responded to the learning reactionaries with 78.6% indicating they were very satisfied with SBE as a learning strategy
The results of the self-efficacy questionnaire were clearly positive, with significant improvements to 13 student self-efficacy post-SBE recorded for every question, indicating that SBE has a positive effect on student self-efficacy in the physiotherapy assessment and management of pediatrics clients. Students also reported that they found SBE to be a valuable learning experience
To compare the effects of virtual reality (VR) patient simulation with those of a traditional standardized patient simulation on the CDM of student physical therapists (SPTs)
Virtual reality (VR) patient simulation
Clinical decision-making (CDM) skills
Physiotherapy students
A randomized controlled trial
PTs
First group: virtual reality instructional design
Second group; standard patient design
Statistically significant within group differences in CDM were noted after both VR and standardized patient instruction, but no between-group differences were found. The effect sizes were considered large with either learning experience; the observed experimental effect was greater after a VR experience. No between-group differences were found between metacognitive awareness, diagnostic accuracy, or psychomotor skill assessment. Diagnostic efficiency was statistically significantly greater in the standardized patient condition, while engagement was significantly greater in the VR condition
The instructional benefits of immersive VR learning match the needs of first-year students and provide opportunities to explore the outcomes of various clinical decisions, confront assumptions, and receive feedback in a repeatable and low-stakes learning environment. These results suggest that both VR and standardized patient learning experiences may be beneficial to the development of CDM skills among SPTs.
♦ Clinical decision-making skills
Without picture
Applied abbreviations: F: female; M: male; PTs: physiotherapy student; OTs: occupational therapy student; DPT: Doctor of Physiotherapy; RN: students in nursing; PT: physiotherapy; RT: respiratory therapy; SD: standard deviation; MSW: medical social work; PHAR: pharmacy; NUR: nursing; VR-HMD: virtual reality head-mounted display; MIKAT: Motivational Interviewing Knowledge and Attitudes Test; MITI: Motivational Interviewing Treatment Integrity scale; TP1: pretraining immediately; TP2: posttraining (immediately following completion of student’s subsequent placement posttraining); IREX: The Gesture Tek Interactive Rehabilitation Exercise System; ST: systems thinking; STS: systems thinking scale, FNER: Friday Night at the Emergency Room.
