ABSTRACTS
EMT Virtual Scenario Sims: A Safe Space to Springboard Student Experience and Critical ThinkingAuthor: Erin Donathan, MPH, FPC | | Associate Authors: Andrea LaLumia, MEd, NRP, Charles Foat, PhD, NRP, Nigel Barr, PhD, RP, David I. Page, MS, NRP
Introduction Active-learning pedagogy involves engaging students through case studies, role plays, problem solving, and other activities. Increased opportunities for active-learning improves student performance, critical thinking and understanding of course content. Many students lack intrinsic motivation to complete tasks that are not graded or required by instructors. Increased student satisfaction and perceived value may lead to greater voluntary participation in active-learning activities. Objective To explore EMT student’s voluntary participation and experience with virtual scenario simulations. Methods An IRB-approved multicenter prospective study of EMT student perceptions after participation in voluntary, ungraded learning opportunities was undertaken. A convenience sample of students geographically distributed across the United States were given access to an EMT virtual simulation platform with 20 custom scenarios for use during their EMT course. Scenarios were intended for use on electronic devices or virtual reality headsets outside of class and deployed based on individual course schedules. Students received a 25-item experience survey upon course completion. Results EMT students (84) in seven cohorts from five educational institutions consented to participate (April–June 2023) in this study. Most (78 [92.86%]) completed a demographic form: 53 (67.94%) male, 24 (30.76%) female, 1 (1.28%) nonbinary responded with an average age of 24.23 (±6.89). Only 19 (22.62%) students attempted at least one of the available scenarios. A total of 37 (44%) students completed the experience survey. Survey respondents (37) were placed into categories based on platform use: 21 (56.75%) never used, 12 (32.43%) made one to four attempts (low usages), and 4 (10.81%) attempted five to six cases (high usage). Of the 16 low- and high-usage students: 15 (93.75%) recommend the platform, 8 (50%) felt more engaged in course material, 7 (43.75%) were motivated to learn and practice more often, 5 (31.25%) experienced technical difficulties, and 11 (68.75%) might like to use similar platforms in future courses. Most students (14 [87.50%]) felt the platform was a safe place to practice skills and make mistakes, 2 (12.50%) reported headache/nausea with virtual reality goggle use. Conclusion Among those who participated, 93.75% would recommend the platform. Most (87.50%) felt the platform provided a safe space to practice their skills and make mistakes. Additional research is needed on motivation of student participation and using active-learning to improve student understanding and satisfaction.
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