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Using Virtual Reality Simulation Environments to Assess Competence for Emergency Medicine Learners
Author(s) -
McGrath Jillian L.,
Taekman Jeffrey M.,
Dev Parvati,
Danforth Douglas R.,
Mohan Deepika,
Kman Nicholas,
Crichlow Amanda,
Bond William F.
Publication year - 2018
Publication title -
academic emergency medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.221
H-Index - 124
eISSN - 1553-2712
pISSN - 1069-6563
DOI - 10.1111/acem.13308
Subject(s) - summative assessment , formative assessment , medicine , competence (human resources) , medical education , curriculum , virtual reality , focus group , patient safety , educational measurement , health care , computer science , human–computer interaction , psychology , pedagogy , social psychology , marketing , economics , business , economic growth
Abstract Immersive learning environments that use virtual simulation ( VS ) technology are increasingly relevant as medical learners train in an environment of restricted clinical training hours and a heightened focus on patient safety. We conducted a consensus process with a breakout group of the 2017 Academic Emergency Medicine Consensus Conference “Catalyzing System Change Through Health Care Simulation: Systems, Competency, and Outcomes.” This group examined the current uses of VS in training and assessment, including limitations and challenges in implementing VS into medical education curricula. We discuss the role of virtual environments in formative and summative assessment. Finally, we offer recommended areas of focus for future research examining VS technology for assessment, including high‐stakes assessment in medical education. Specifically, we discuss needs for determination of areas of focus for VS training and assessment, development and exploration of virtual platforms, automated feedback within such platforms, and evaluation of effectiveness and validity of VS education.