Trial reportBMC medical education2026
The impact of immersive video learning on speech-language pathology students' dysphagia education: a mixed-methods study.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
backgroundDysphagia education for speech-language pathology (SLP) students is challenged by limited hands-on exposure and skill transfer to diverse clinical settings such as hospital, aged-care facilities and clinics. Video-based learning, including immersive technologies, offers a potential solution for standardized, safe exposure.
methodsThis mixed-methods study randomized 65 first-year SLP Master’s students into immersive (n = 33) and non-immersive (n = 32) video groups. Immersive videos were delivered via Meta Quest 3 headsets, non-immersive as MP4 links. Learning outcomes were assessed through clinical placement evaluations. Student perceptions were collected using Likert scales and open-ended questions.
resultsThe immersive group achieved significantly higher clinical placement performance (p = 0.030), especially in assessment planning, oromotor/ swallow trial procedures, and clinical reasoning. Immersive videos provided a greater sense of presence (p = 0.020). However, non-immersive videos were viewed longer (142.27 vs. 47.63 min, p = 0.002) and perceived as easier to navigate (p = 0.001) and less overwhelming (p = 0.002). Qualitative data highlighted immersive group challenges (physical discomfort, logistical barriers, usability) and non-immersive group challenges (content quality, camera angles).
conclusionsImmersive videos enhance practical clinical skills and presence in dysphagia education but face usability and logistical hurdles. Non-immersive videos offer high accessibility and user satisfaction, promoting sustained engagement. A blended learning approach, leveraging immersive videos for high-stakes procedural training and non-immersive for conceptual understanding and review, is recommended to optimize SLP dysphagia education, balancing pedagogical effectiveness with practical usability.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.