Evidence map›Paper›PMID 38200615›Full record

ArticleAdvances in simulation (London, England)2024

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

Margaret Verkuyl, Efrem Violato, Nicole Harder, Theresa Southam, Mélanie Lavoie-Tremblay, Sandra Goldsworthy, Wendy Ellis, Suzanne H Campbell, Lynda Atack

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Advances in simulation (London, England), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
5.6field-weighted citation impact, top 4% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed, 17 citations in OpenAlex.

  1. Article
  2. Review
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  5. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors at 8 institutions in 1 country.

Margaret VerkuylSchool of Community and Health Studies, Centennial College, P.O. Box 631, Station A, Toronto, Ontario, M1K 5E9, Canada. mverkuyl@centennialcollege.ca.ORCID http://orcid.org/0000-0002-7714-5449
Efrem ViolatoCentre for Advanced Medical Simulation, Northern Alberta Institute of Technology, 11762 - 106 Street, Edmonton, Alberta, T5G 2R1, Canada.
Nicole HarderCollege of Nursing, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba, R3T 2N2, Canada.
Theresa SouthamTeaching and Learning Centre, Selkirk College, 301 Frank Beinder Way, Castlegar, British Columbia, V1N 4L3, Canada.
Mélanie Lavoie-TremblayFaculty of Nursing, University of Montreal, Pavillon Marguerite-d'Youville, 2375, chemin de la Côte Sainte-Catherine, Bureau 2089, Montréal, QC, H3T 1A8, Canada.
Sandra GoldsworthySchool of Nursing and Midwifery, Mount Royal University, 4925, Mount Royal Gate SW, Calgary, Alberta, T3E 6K6, Canada.
Wendy EllisSally Horsfall Eaton School of Nursing, George Brown College, 51 Dockside Drive, Toronto, Ontario, M5A 1B6, Canada.
Suzanne H CampbellSchool of Nursing, The University of British Columbia, T201-2211, Wesbrook Mall, Vancouver, British Columbia, V6T 2B5, Canada.
Lynda AtackSchool of Community and Health Studies, Centennial College, P.O. Box 631, Station A, Toronto, Ontario, M1K 5E9, Canada.
Centennial College · CAGeorge Brown College · CAMount Royal University · CANorthern Alberta Institute of Technology · CASelkirk College · CAUniversité de Montréal · CAUniversity of British Columbia · CAUniversity of Manitoba · CA

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundAs we experience a shortage of healthcare providers in Canada, it has become increasingly challenging for healthcare educators to secure quality clinical placements. We evaluated the impact of virtual simulations created for the virtual work-integrated learning (Virtu-WIL) program, a pan-Canadian project designed to develop, test, and offer virtual simulations to enrich healthcare clinical education in Canada. Evaluation was important since the virtual simulations are freely available through creative commons licensing, to the global healthcare community.

methodsStudents self-reported their experiences with the virtual simulations and the impact on their readiness for practice using a survey that included validated subscales. Open-ended items were included to provide insight into the students' experiences.

resultsThe evaluation included 1715 Nursing, Paramedicine and Medical Laboratory students enrolled in the Virtu-WIL program from 18 post-secondary universities, colleges, and institutions. Results showed most students found the virtual simulations engaging helped them learn and prepare for clinical practice. A key finding was that it is not sufficient to simply add virtual simulations to curriculum, careful planning and applying simulation pedagogy are essential.

conclusionVirtual simulation experiences are increasingly being used in healthcare education. Results from this rigorous, large-scale evaluation identified ways to enhance the quality of these experiences to increase learning and to potentially decrease the number of hours healthcare students need in clinical practice to meet professional competencies. Further research is needed regarding many aspects of virtual simulations and, in particular, curriculum integration and the timing or sequencing of virtual simulations to best prepare students for practice.

Indexed as

Clinical practicePost-secondary educationSimulation pedagogyVirtual simulation

Identifiers

PMID38200615
PMCPMC10782638
OpenAlexW4390694783

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.