Clinical trial NCT04754568: Virtual Reality Instructional Design in Orthopedic Physical Therapy Education
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
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Virtual Reality
Lead sponsor: Shenandoah University
Sponsor class: OTHER
First posted: 2021-02-15
Enrollment: 59
Sex: ALL
Minimum age (years): 22
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: HEALTH_SERVICES_RESEARCH

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).

Eligibility criteria: 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

Primary outcomes:
measure: Change in clinical decision-making
timeFrame: pre- and post-instructional design (immediately after completing virtual reality or role-playing)
Secondary outcomes:
measure: Change in metacognitive awareness
timeFrame: pre and post-instructional design (immediately after completing virtual reality or role-playing)
measure: Self-reported measure of engagement
timeFrame: Post-instruction (immediately after completing either virtual reality or role-playing experience)
measure: Objective Structured Clinical Examination (OSCE)
timeFrame: 1 week following allocated instruction (either virtual reality or role-playing)
Other outcomes:
Locations:
city: Winchester
country: United States
facility: Shenandoah University
state: Virginia
Study officials:
affiliation: University of South Dakota
name: Patti Berg-Poppe, PT, PhD
role: STUDY_CHAIR
References:
citation: 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.
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.
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.