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

Area of Science:

• Optometry Education
• Healthcare Simulation
• Medical Education Technology

Background:

• Virtual simulations are established tools for clinical skills training in healthcare.
• The impact of virtual simulation on cognitive and affective skills development remains less understood.
• This study investigates pre-clinical optometry students' perceptions of virtual simulation's role in core competency development.

Purpose of the Study:

• To explore pre-clinical optometry students' views on virtual simulation's impact.
• To assess the development of patient-centered care, communication, scientific literacy, and evidence-based practice skills.
• To understand how virtual simulation influences professional identity and learning.

Main Methods:

• A mixed-methods study utilizing electronic survey data from pre-clinical optometry students.
• Descriptive statistics and qualitative thematic analysis (constant comparison) were employed.
• Data from 51 student responses were analyzed.

Main Results:

• 93% of students reported virtual simulation increased motivation to become an optometrist.
• Significant improvements were reported in patient-centered care (100%), evidence-based practice (93%), and clinical reasoning (93%).
• Key themes included simulation realism, fidelity, and its role in developing cognitive/affective skills and professional identity.

Conclusions:

• Optometry students perceive virtual simulation as a valuable training and assessment strategy.
• Qualities such as contextual, cognitive, functional, task, and psychological fidelity enhance learning.
• Findings offer insights for integrating simulation into optometry curricula.