Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial Comparing the Effects of Virtual Reality With Role-Playing Learning
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 59
- 试验地点
- 2
- 主要终点
- Change in clinical decision-making
研究概览
简要总结
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.
详细描述
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).
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 年龄范围
- 22 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Students enrolled in their first year of physical therapy school at SU
排除标准
- •Students enrolled in their second or third year of physical therapy school at SU
结局指标
主要结局
Change in clinical decision-making
时间窗: 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.
次要结局
- 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))
研究者
Aaron Hartstein
Associate Professor
Shenandoah University