The impact of small-group virtual patient simulator training on perceptions of individual learning process and curricular integration: a multicentre cohort study of nursing and medical students

Medientyp: E-Artikel
Titel: The impact of small-group virtual patient simulator training on perceptions of individual learning process and curricular integration: a multicentre cohort study of nursing and medical students
Beteiligte: Mestre, André; Muster, Marek; El Adib, Ahmed Rhassane; Ösp Egilsdottir, Hugrun; Byermoen, Kirsten Røland; Padilha, Miguel; Aguilar, Thania; Tabagari, Nino; Betts, Lorraine; Sales, Leila; Garcia, Pedro; Ling, Luo; Café, Hugo; Binnie, Alexandra; Marreiros, Ana
Erschienen: Springer Science and Business Media LLC, 2022
Erschienen in: BMC Medical Education
Sprache: Englisch
DOI: 10.1186/s12909-022-03426-3
ISSN: 1472-6920
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Beschreibung: <jats:title>Abstract</jats:title><jats:sec><jats:title>Background</jats:title><jats:p>The COVID-19 pandemic has precipitated rapid changes in medical education to protect students and patients from the risk of infection. Virtual Patient Simulators (VPS) provide a simulated clinical environment in which students can interview and examine a patient, order tests and exams, prioritize interventions, and observe response to therapy, all with minimal risk to themselves and their patients. Like high-fidelity simulators (HFS), VPS are a tool to improve curricular integration. Unlike HFS, VPS require limited infrastructure investment and can be used in low-resource settings. Few studies have examined the impact of VPS training on clinical education. This international, multicenter cohort study was designed to assess the impact of small-group VPS training on individual learning process and curricular integration from the perspective of nursing and medical students.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>We conducted a multi-centre, international cohort study of nursing and medical students. Baseline perceptions of individual learning process and curricular integration were assessed using a 27-item pre-session questionnaire. Students subsequently participated in small-group VPS training sessions lead by a clinical tutor and then completed a 32-item post-session questionnaire, including 25 paired items. Pre- and post-session responses were compared to determine the impact of the small-group VPS experience.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>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.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>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.</jats:p></jats:sec>
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