Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study
Using virtual worlds for role play simulation in child and adolescent psychiatry: an evaluation study
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使用虚拟世界进行儿童和青少年精神病学角色扮演模拟：一项评估研究
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Maria Toro
中科院分区：
文献类型：
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作者：
A. Vallance;Ashish Hemani;V. Fernández;D. Livingstone;K. McCusker;Maria Toro
目的和方法：开发和评价一种新的教学会议的临床评估使用角色扮演模拟。教学和研究会议依次在计算机实验室举行。10名医学生被分为两个在线小组教学环节。学生们扮演临床医生的化身，老师扮演一个自杀的青少年的化身。问卷调查和焦点小组的方法评估参与者的学习经验的态度。定量数据采用SPSS软件进行分析，定性数据采用名词组和主题分析。结果参与者报告精神科技能/知识的改善，表达更少的焦虑和更多的享受比面对面的角色扮演。数据表明，模拟器保真度和感知效用之间的正相关关系。一些与会者对其他学习方法和非语言交流的附加值表示关切。临床意义-研究表明，虚拟世界可以成功地主机角色扮演模拟，学生作为一个有用的学习方法的价值。远程学习的潜力将使教学不受地理距离和边界的限制。
Aims and method To develop and evaluate a novel teaching session on clinical assessment using role play simulation. Teaching and research sessions occurred sequentially in computer laboratories. Ten medical students were divided into two online small-group teaching sessions. Students role-played as clinician avatars and the teacher played a suicidal adolescent avatar. Questionnaire and focus-group methodology evaluated participants’ attitudes to the learning experience. Quantitative data were analysed using SPSS, qualitative data through nominal-group and thematic analyses. Results Participants reported improvements in psychiatric skills/knowledge, expressing less anxiety and more enjoyment than role-playing face to face. Data demonstrated a positive relationship between simulator fidelity and perceived utility. Some participants expressed concern about added value over other learning methods and non-verbal communication. Clinical implications The study shows that virtual worlds can successfully host role play simulation, valued by students as a useful learning method. The potential for distance learning would allow delivery irrespective of geographical distance and boundaries.