ArticleBMC medical education2025
Experiences and perceptions of students in occupational therapy regarding the use of desktop virtual environments-based simulation: a qualitative study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- A Systematic Review of Innovative Approaches in Theoretical Education of Occupational Therapy in the 21st Century.Advances in medical education and practice · 2026Review
- From "teaching by word and deed" to "intelligent mentorship": ethical reconsiderations of AI-enabled medical education - lessons from China.Frontiers in medicine · 2025Review
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
backgroundDesktop virtual environments are widely used within educational contexts. Despite virtual simulation being well established in occupational therapy practice, this pedagogical strategy remains underutilized in occupational therapy education curricula. Thus, this study aimed to explore how students perceived the desktop VE-based simulation learning to better inform the usefulness of integrating virtual simulation into curricula.
methodsA qualitative methodology was employed to explore students' experiences and perceptions of engagement in the desktop-based virtual environments learning process. An interview guide was developed through consultation with faculty members based on Kolb's experiential learning theory. The interviewees were randomly selected via computer-generated randomization from a pool of 53 invited students studying occupational therapy. Based on the principles proposed by Francis and her colleagues, data saturation was reached by the 18th interview. All interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke's thematic analysis framework.
resultsFour key themes were identified: (1) concrete experience: the success of D-VSim rests on resources; (2) reflective observation: resource-abundant D-VSim leads to the success of being complementary to conventional PowerPoint learning; (3) abstract conceptualization: the development in learning through dual visualization and manipulation creates the "visual flow"; (4) action experimentation: the D-VSim provides multi-sensory immersive opportunities for the "repeated" activity. These four key themes were illustrated in the ascending spiral with each layer representing one theme parallel to its corresponding sub-themes.
conclusionThis study supported that structured reflection enhanced learning through the medium of virtual simulation, which promoted the desktop VE-based simulation in other areas of healthcare professional education.
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