Virtual Reality Instructional Design in Orthopedic Physical Therapy Education

Virtual Reality Clinical Trial

Official title:

Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial Comparing the Effects of Virtual Reality With Role-Playing Learning

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT04754568
• Other study ID #: USD Paper 3
• Status: Completed
• Phase: N/A
• Start date: January 1, 2020
• Est. completion date: August 1, 2021

Study information

• Verified date: September 2021
• Source: Shenandoah University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial 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.

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).

Recruitment information / eligibility

• Status: Completed
• Enrollment: 59
• Est. completion date: August 1, 2021
• Est. primary completion date: June 1, 2021
• Accepts healthy volunteers: No
• Gender: All
• Age group: 22 Years and older

Eligibility

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

Related Conditions & MeSH terms

• Virtual Reality

Intervention

Other:
• Virtual reality instructional design
60 minute immersive VR experience with branching method information delivery, physical therapy assessment, and diagnosis.
• Role-playing instructional design
60 minute traditional role-playing with standardized patient

Locations

Country	Name	City	State
United States	Shenandoah University	Winchester	Virginia

Sponsors (1)

Lead Sponsor	Collaborator
Shenandoah University

Country where clinical trial is conducted

United States, 

References & Publications (3)

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. — View Citation

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. — View Citation

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. — View Citation

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Change in clinical decision-making	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.	pre- and post-instructional design (immediately after completing virtual reality or role-playing)
Secondary	Change in metacognitive awareness	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.	pre and post-instructional design (immediately after completing virtual reality or role-playing)
Secondary	Self-reported measure of engagement	Six-item, five-point Likert-style instrument. A higher raw score indicates greater level of student engagement.	Post-instruction (immediately after completing either virtual reality or role-playing experience)
Secondary	Objective Structured Clinical Examination (OSCE)	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.	1 week following allocated instruction (either virtual reality or role-playing)