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Simulator Training for Endovascular Neurosurgery

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Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation.

Margaret Verkuyl¹, Efrem Violato², Nicole Harder³

¹School of Community and Health Studies, Centennial College, P.O. Box 631, Station A, Toronto, Ontario, M1K 5E9, Canada. mverkuyl@centennialcollege.ca.

Advances in Simulation (London, England)

|January 10, 2024

Summary

Virtual simulations in healthcare education enhance student learning and readiness for practice. Effective integration requires careful planning and simulation pedagogy, not just inclusion in the curriculum.

Keywords:

Clinical practice Post-secondary education Simulation pedagogy Virtual simulation

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Published on: April 23, 2014

Area of Science:

Healthcare Education
Medical Simulation
Digital Learning

Background:

Addressing healthcare provider shortages in Canada necessitates innovative clinical placement strategies.
The Virtual Work-Integrated Learning (Virtu-WIL) program developed pan-Canadian virtual simulations to augment healthcare clinical education.
Free creative commons licensing enables global access to these virtual simulation resources.

Purpose of the Study:

To evaluate the impact of virtual simulations on healthcare students' readiness for clinical practice.
To assess the effectiveness of the Virtu-WIL program's virtual simulation offerings.
To identify best practices for integrating virtual simulations into healthcare curricula.

Main Methods:

A survey with validated subscales and open-ended items was used for student self-reporting.
Data collected from 1715 students across 18 post-secondary institutions in Canada.
Evaluation focused on student experiences and perceived impact on practice readiness.

Main Results:

The majority of students found virtual simulations engaging and beneficial for learning and practice preparation.
Virtual simulations are a valuable supplement but require strategic curriculum integration.
Simulation pedagogy is crucial for maximizing the effectiveness of virtual learning experiences.

Conclusions:

Virtual simulations are increasingly vital in healthcare education, offering ways to enhance learning outcomes.
This evaluation suggests virtual simulations can potentially reduce required clinical practice hours for competency attainment.
Further research is essential for optimizing curriculum integration, timing, and sequencing of virtual simulations for maximal student preparation.