University of Borås
Sweden
University of Borås
Sweden
This study concluded that blended simulation-based education can increase nursing students’ critical thinking capabilities. As a result, this study builds on the use of simulation as a measure for developing and promoting critical thinking abilities during nursing education.
Anahuac University
Mexico
During the lockdowns due to the COVID-19 pandemic, Anáhuac developed a Virtual Hospital to provide students with clinical experience. Data from both pre-COVID-19 and Virtual Hospital rotations were compared and it was found that: training in a virtual hospital helped students not to lose their clinical ability; performing communication and general clinical skills can be maintained by the work done in rotations in the Virtual Hospital; combining VP with simulated patients boosted the communication skills development and promoted the development of both clinical reasoning and clinical gestures.
Zaporizhzhia State Medical University
Ukraine
The University’s experience in using the simulation interactive training system – Body Interact – allowed them to confirm the prospects of its use in interns’ certification. Its advantages include the possibility of task standardization; time limitation for solving the clinical situation; as well as having criteria for evaluating test results with detailed step-by-step reports.
The pilot experience of applying this system for interns’ certification can be expanded and used as the Structured Objective Clinical Examination (OSCE) stage for sixth-year students.
University of Health Sciences Turkey
Turkey
Virtual Patient Simulation (VPS) was indicated as superior to other methods in terms of nursing anxiety and self-confidence with clinical decision-making, and all the simulation-based learning and performance scores. When combining it with Human Patient Simulation, effectiveness was proved on the professional knowledge and communication sub-scales and the total score for simulation-based learning.
VPS can either be used as an online learning method or as an in-person strategy. Always promoting and highlighting its benefits towards patient safety.
Faculty of Medicine and Biomedical Sciences, University of Algarve
Portugal
Participants included 617 nursing and medical students from 11 institutions in 8 countries. At baseline, nursing students reported greater curricular integration and more clinical and simulation experience than did medical students. After exposure to small-group VPS training, participants reported significant improvements in 5/6 items relating to individual learning process and 7/7 items relating to curricular integration. The impact of the VPS experience was similar amongst nursing and medical students.
In this multi-centre study, perceptions of individual learning process and curricular integration improved after exposure to small-group VPS training. Nursing and medical students showed similar impact. Small-group VPS training is an accessible, low-risk educational strategy that can improve student perceptions of individual learning process and curricular integration
Shimane University
Japan
Previous studies have shown the pedagogical benefits of using virtual patient simulation (VPS), but there are no studies using simulators and VPS together, making learner satisfaction and learning effectiveness unknown.
This study investigated the satisfaction level of the educational program using both resources, concluding that education combining a simulator and VPS can facilitate the process from examination to diagnosis, and afford a high satisfaction level.
Facultad de Medicina – Clínica Alemana Universidad del Desarrollo
Chile
Language: Spanish
The researchers aimed to study the use of remote simulation and remote debriefing as a means to promote clinical reasoning in 6th-year medical students. A cross-sectional and descriptive study was conducted, and participants stated that the scenarios implemented in a remote way helped them to improve their capacity to clinically assess patients and make clinical decisions.
100% of students rated levels 5 and 4 to Body Interact as a relevant tool for individual learning and useful for theoretical classes.
University of South-Eastern Norway
Norway
This research aimed to explore the perspectives of students regarding the way in which a selection of digital learning resources (virtual patients, massive open online courses, and multimedia learning material) supports basic physical assessment skills development.
The set of learning tools used contributed to stimulating learning in 7 different ways and supports skills training and knowledge transfer between multiple learning contexts.
University of South-Eastern Norway
Norway
This study offers insight into how a technology-enhanced clinical course can foster the learning of fundamental nursing care, basic physical assessment skills, and clinical reasoning skills; enhancing students’ preparedness for clinical hours. Virtual patients’ scenarios contributed to integrating different types of knowledge and skills that are important when providing nursing care for patients in clinical practice. This study also highlighted a gap in pedagogical competence among faculty members with regard to facilitating learning in a technology-enhanced learning environment.
Guangxi Medical College
China
This article believes that the application of 3D virtual human-computer interaction teaching mode in clinical thinking training teaching in higher vocational colleges is the trend of clinical thinking teaching reform and development. Aiming at the development needs of the current situation of clinical thinking teaching mode for clinical medical students in higher vocational colleges, from the establishment of teaching teams, The establishment and application process of 3D virtual reality human-computer interaction technology teaching mode is discussed in three aspects: creating teaching mode and developing clinical thinking case, and provides reference for the teaching of clinical thinking ability of higher vocational medical students.
Faculty of Medicine and Biomedical Sciences, University of Algarve
Portugal
Virtual Patients are crosswise used as a valid tool to develop and train clinical reasoning and decision-making skills, both in Medicine and Nursing curriculums. Features and uses regarding the use of this type of simulation can be defined to foster the educational benefit, since a set of conditions, both in terms of quality and quantity, have been identified through students’ perceptions.
Faculty of Health Sciences, University of Beira Interior
Portugal
The mean final score of the participants was higher with the VIP compared to the MCQ.
Our investigation is favorable to the use of the VIP for the evaluation process of medical students in clinical years. A systematic review points out that the VIP proves to be more effective in improving clinical skills and knowledge.
Teikyo University
Japan
During the outbreaking phase, it may be hard for medical school students to learn COVID-19 cases in a clinical setting. Teikyo University provided a case of hybrid-simulation training for medical school students about these cases during the outbreak phase in Tokyo. In conclusion, the Community-Based Medical Education curriculum enabled medical students to understand the social determinants of health framework to some extent. Further work is needed to deepen their levels of reflection.
Escola Superior de Enfermagem do Porto
Portugal
The authors suggest that Virtual Patients appear to be a promising strategy for lifelong learning in the nursing context, having reached the following outcomes:
Escola Superior de Enfermagem do Porto
Portugal
ECare-COPD learning program showed usefulness and nurses’ intention to use this educational strategy in future and high average rates of perceived easiness and global quality. The MOOCs development opens a new era of opportunities for nursing education and to lifelong learning in nursing, enhancing safety and quality of the healthcare services in supporting patients to achieve a better quality of life.
Nagoya City University
Japan
In response to COVID-19 pandemic, the Nagoya City University has decided to provide the “awareness training” using Body Interact. Students’ engagement has mirrored as if they were in the actual emergency room.
Reports have also confirmed their degree of understanding as well as the judgement pathway in their clinical decisions.
Showa University School
Japan
Due to the effects of COVID-19, the majority of medical education institutions throughout Japan stopped offering conventional classes and practical training for a certain period and have been forced to prepare the online education system.
In order to keep the medical students active who were unable to enter the campus or hospital environments to learn, Body Interact, virtual patient software, enabled them to continue learning how to diagnose and treat patients, with clinical scenarios available at any time and anywhere.
Students and medical instructors in and out of the University were highly satisfied with the system.
University of Insubria
Italy
During the COVID-19 pandemic, online medical training including simulated clinical scenarios avoided training interruption and the majority of participant students gave a positive response on the perceived quality of this training modality.
Shimane University
Japan
Body Interact could help medical students improve their clinical decision-making skills without lecturer supervision.
Nanjing Medical University
China
Students using Body Interact scored higher in earning value and sense of accomplishment, teaching enthusiasm, organizational clarity, and group interaction compared to a control group using only lectures as usual.
Universidad Nacional Autónoma de México
Mexico
Body Interact can be useful as:
Escola Superior de Enfermagem do Porto
Portugal
Students using Body Interact had significantly better outcomes in knowledge retention, clinical reasoning, and learning satisfaction than students in a control group who use a traditional low-fidelity simulator, both immediately but also two months after the intervention.
This study highlights the potential benefit of using virtual simulations over low-fidelity physical simulations.
George Brown College
Canada
Escola Superior de Enfermagem do Porto
Portugal
Rocky Vista University College of Osteopathic Medicine
United States of America
Cleveland Clinic
United States of America