The Use of Remote and Traditional Faciliation to Evaluate Telesimulation to Support Interprofessional Education and Processing in Healthcare Simulation Training This pilot study appraised traditional versus remote facilitation via telesimulation for an established interprofessional training at two geographically separate sites. Participant feedback was captured via 5 point Likert scale surveys. Results demonstrate learners supported the use of remote facilitation: to meet the interprofessional learning objectives, as an adequate replacement for live facilitation and to implement simulation education in lowresource or lowfacilitator areas. Improvements were suggested for audio connectivity between participants. In conclusion, the program evaluation suggests that telesimulation, with remote and traditional facilitation, is an effective strategy to provide interprofessional simulation education. Improvements identified are to standardize the setup of audiovisual technology and tailor participant orientation to encourage meaningful dialogue between sites.

Evaluating IVR in Primary School Classrooms In recent years, the availability of affordable mobile Virtual Reality (VR) viewers has resulted in strong interests to incorporate Immersive Virtual Reality (IVR) within classrooms. However, studies on the effect of IVR on primary schoolersu0027 learning are few, and they have often used equipment and settings far removed from everyday classroom instruction. We explored the role of interactivity and immersion in learning in a primary school classroom with 36 children aged 1113 years, using commercially available devices that are readytoscale. We cocreated content with different levels of immersion and interactivity together with teachers and investigated student engagement and learning. We present and discuss the use of multiple data sources (performance, physiological responses, observations and selfreport) in a realworld classroom evaluation.