JMIR Publications

ABSTRACT

Background:

The COVID-19 pandemic disrupted conventional educational practices, prompting the need for innovative teaching methods. Universities and educators turned to technologies such as virtual simulation (VS) programmes, to promote distance healthcare simulation. This interactive and engaging approach to medical education is generally “well received” by students, and often preferred to traditional lectures or textbook-based learning, yet its educational value in healthcare still has to be demonstrated.

Objective:

This study evaluated the impact of a VS programme on medical students' education, knowledge and performance in managing critical clinical cases.

Methods:

To substitute in-person simulation workshops in critical care, we implemented a three-week distance educational programme using an online VS software. This programme spanned three weeks, featuring 25 simulated scenarios based on 10 clinical situations for medical students. We evaluated the impact of the VS on students’ simulated clinical performance, theoretical knowledge, and self-efficacy. We also assessed the users’ experiences.

Results:

Among the 142 enrolled students, 125 were included in the analysis. They performed 4006 runs over a 3 week periods. Each student ran a median of 18 [12-25] scenarios during the training period and 11 [9-13] during the examination week. VS performance scores improved with training duration. VS significantly enhanced students’ theoretical knowledge and self-efficacy scores, with sustained effects over time. Median MCQs score significantly increased from 17 to 29 (p<0.001), and remained significantly higher at one month. Sum of median SES scores significantly improved from 525 to 670 (p<0.001), remaining significantly higher at one month. Students reported enhanced ability to analyse paraclinical exams and high satisfaction with the VS software.

Conclusions:

A three-week VS programme effectively enhanced students' knowledge, self-efficacy, and performance on the VS software. VS represents a promising, immersive, and flexible educational tool, proving beneficial even in the absence of traditional training opportunities. Further research should explore its impact on clinical reasoning, actual patient care, and optimal integration into pre-and postgraduate curricula.