Virtual Reality Instructional Design in Orthopedic Physical Therapy Education
Study Details
Study Description
Brief Summary
The objective of this study is to assess the effects of virtual reality instructional design on physical therapy students' clinical decision-making skills, as compared with a traditional method of instruction with the same content and duration of exposure.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Detailed Description
An online random number generator will be used to randomize students into one of two groups:
virtual reality instruction or role-paying instruction. All students will complete self-reported measures of clinical decision-making and metacognitive awareness prior to receiving their allocated instruction. While completing allocated instruction (either virtual reality or role-playing), measures of diagnostic accuracy and diagnostic efficiency will be collected. Following virtual reality or role-playing instruction, all included subjects will complete post-test measures of clinical decision-making ,metacognitive awareness, and engagement. One week later, all included subjects will be assessed on a musculoskeletal objective structured clinical examination (mOSCE).
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Experimental: Virtual reality instructional design Completion of virtual reality simulation of an outpatient physical therapy evaluation. |
Other: Virtual reality instructional design
60 minute immersive VR experience with branching method information delivery, physical therapy assessment, and diagnosis.
|
| Active Comparator: Role-playing instructional design Completion of traditional role-playing of a scripted outpatient physical therapy evaluation |
Other: Role-playing instructional design
60 minute traditional role-playing with standardized patient
|
Outcome Measures
Primary Outcome Measures
- Change in clinical decision-making [pre- and post-instructional design (immediately after completing virtual reality or role-playing)]
The Clinical Decision-Making Tool (CDM-Tool), a Likert-style questionnaire with 12 items, scored on a four-point scale. A higher raw score indicates a higher level of perceived decision-making ability.
Secondary Outcome Measures
- Change in metacognitive awareness [pre and post-instructional design (immediately after completing virtual reality or role-playing)]
Metacognitive Awareness Inventory (MAI), a Likert-style questionnaire with 52-items, scored on a five-point scale. A higher raw score indicates a higher level of perceived metacognitive awareness.
- Self-reported measure of engagement [Post-instruction (immediately after completing either virtual reality or role-playing experience)]
Six-item, five-point Likert-style instrument. A higher raw score indicates greater level of student engagement.
- Objective Structured Clinical Examination (OSCE) [1 week following allocated instruction (either virtual reality or role-playing)]
Practical examination with 2 cases, assessing a student's ability to generate hypotheses, perform tests or measures to rule-in or rule-out hypotheses, and deliver an appropriate intervention.
Eligibility Criteria
Criteria
Inclusion Criteria:
- Students enrolled in their first year of physical therapy school at SU
Exclusion Criteria:
- Students enrolled in their second or third year of physical therapy school at SU
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | Shenandoah University | Winchester | Virginia | United States | 22601 |
Sponsors and Collaborators
- Shenandoah University
Investigators
- Study Chair: Patti Berg-Poppe, PT, PhD, University of South Dakota
Study Documents (Full-Text)
None provided.More Information
Publications
- Kleinert R, Heiermann N, Plum PS, Wahba R, Chang DH, Maus M, Chon SH, Hoelscher AH, Stippel DL. Web-Based Immersive Virtual Patient Simulators: Positive Effect on Clinical Reasoning in Medical Education. J Med Internet Res. 2015 Nov 17;17(11):e263. doi: 10.2196/jmir.5035.
- Middeke A, Anders S, Raupach T, Schuelper N. Transfer of Clinical Reasoning Trained With a Serious Game to Comparable Clinical Problems: A Prospective Randomized Study. Simul Healthc. 2020 Apr;15(2):75-81. doi: 10.1097/SIH.0000000000000407.
- Middeke A, Anders S, Schuelper M, Raupach T, Schuelper N. Training of clinical reasoning with a Serious Game versus small-group problem-based learning: A prospective study. PLoS One. 2018 Sep 11;13(9):e0203851. doi: 10.1371/journal.pone.0203851. eCollection 2018.
- USD Paper 3