Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial Comparing the Effects of Virtual Reality With Role-Playing Learning
Overview
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- Shenandoah University
- Enrollment
- 59
- Locations
- 1
- Primary Endpoint
- Change in clinical decision-making
Overview
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.
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
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Health Services Research
- Masking
- None
Eligibility Criteria
- Ages
- 22 Years to — (Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- No
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
Outcomes
Primary Outcomes
Change in clinical decision-making
Time Frame: 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 Outcomes
- Self-reported measure of engagement(Post-instruction (immediately after completing either virtual reality or role-playing experience))
- Change in metacognitive awareness(pre and post-instructional design (immediately after completing virtual reality or role-playing))
- Objective Structured Clinical Examination (OSCE)(1 week following allocated instruction (either virtual reality or role-playing))
Investigators
Aaron Hartstein
Associate Professor
Shenandoah University