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Simulation Strategies for Teaching the Virtual Physical Exam: A Mixed-Methods Comparative Analysis.

Blake Lesselroth1,2, Sidsel Villumsen3, Helen Monkman1,2

  • 1University of Oklahoma-Tulsa, School of Community Medicine, Oklahoma, USA.

Studies in Health Technology and Informatics
|May 13, 2025
PubMed
Summary

Health professional training programs are enhancing virtual physical exam (VPE) skills through collaborative simulations. Both individual and group VPE models were found effective, with outcomes guiding future instructional design.

Keywords:
Telemedicinecompetency developmentlearner satisfactionmedical educationphysical examsimulation

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Area of Science:

  • Medical Education
  • Health Professions Training
  • Digital Health

Background:

  • Telemedicine is increasingly integrated into clinical practice.
  • A gap exists in formal training for virtual physical exams (VPEs).
  • Standardized patient simulations are crucial for VPE training.

Purpose of the Study:

  • To develop and evaluate VPE workshops for medical and physician assistant students.
  • To compare student perceptions of individual versus group VPE simulation models.
  • To identify optimal strategies for VPE training design.

Main Methods:

  • Collaborative development of VPE workshops by two colleges.
  • Implementation of two simulation formats: individual and group VPEs.
  • Mixed-methods survey to assess student satisfaction and perceived value.

Main Results:

  • Students rated individual VPE simulations highly (4.4 and 4.2 on a 5-point scale).
  • The group VPE simulation also received a high rating (4.3).
  • Both instructional approaches were perceived as valuable by students.

Conclusions:

  • Both individual and group VPE simulation models are effective for health professional training.
  • The choice of simulation design should align with learning objectives, clinical content, and resource availability.
  • Further research can refine VPE training methodologies.