Evidence map›Paper›PMID 39736675›Full record

ArticleAdvances in simulation (London, England)2024

Facilitators' experiences with virtual simulation and their impact on learning.

Margaret Verkuyl, Efrem Violato, Theresa Southam, Mélanie Lavoie-Tremblay, Sandra Goldsworthy, Diane MacEachern, Lynda Atack

Abstract 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 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
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

1 citing paper in PubMed.

  1. Article
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

7 authors.

Margaret VerkuylSchool of Community and Health Studies, Centennial College, P.O. Box 631 Station A, Toronto, ON, Canada. verkuylmargaret@gmail.com.ORCID http://orcid.org/0000-0002-7714-5449
Efrem ViolatoNorthern Alberta Institute of Technology, 11762-106 Street, Edmonton, AB, T5G 2R1, Canada.
Theresa SouthamTeaching and Learning Centre, Selkirk College, 301 Frank Beinder Way, Castlegar, BC, V1N 4L3, Canada.
Mélanie Lavoie-TremblayFaculty of Nursing, Centre de Recherche de l'Institut Universitaire en Santé Mentale de Montréal, University of Montreal, 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, AB, T3E 6K6, Canada.
Diane MacEachernSchool of Community and Health Studies, Centennial College, P.O. Box 631 Station A, Toronto, ON, Canada.
Lynda AtackSchool of Community and Health Studies, Centennial College, P.O. Box 631 Station A, Toronto, ON, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundIncreasingly, virtual simulations are being integrated into higher education. A successful experience goes far beyond simply offering learners access to a virtual simulation; it requires a facilitator who understands the learners' needs and course objectives, choses the right virtual simulation for the learner, creates a welcoming space that promotes learning, and evaluates the experience.

methodsFacilitators from three different healthcare programs and six educational institutions and students from two different healthcare programs were included in this exploratory qualitative research study. Interviews and focus groups and thematic analysis were conducted to understand the role of the facilitator when using virtual simulations and their impact on student learning.

resultsThe facilitator themes were supported by the student focus groups. The first theme, the facilitator experience, included sub-themes of simulation pedagogy and debriefing with a practice partner. The second theme was virtual simulation: impact on learning and included sub-themes on student outcomes, technology and design, and repetitive play.

conclusionEffective facilitation skills are integral to quality virtual simulation experiences. Trained facilitators help students achieve virtual simulation learning outcomes and prepare for clinical practice.

Identifiers

PMID39736675
PMCPMC11686887

What OpenQuestion holds

Textmetadata
LicenceCC BY
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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.