International Journal of Healthcare Simulation

Background and aim:

While the use of simulation-based education (SBE) is embedded within clinical courses delivered in higher education, it’s use within further education is extremely limited, leading to a perception that students may be at a disadvantage, particularly those from a neurodiverse background, where kinesthetic learning is their preferred style [1]. The same principles also apply to assessment. Supported through funding from the NCFE (originally known as the Northern Council for Further Education), a pilot project was developed with the following objectives:

To transform the assessment methodology within further education (FE) via the use of immersive technologies

To facilitate collaborative development of bespoke virtual reality (VR) scenarios incorporating course learning outcomes (T level and Care Certificate)

For digital technology students to work jointly with industry in VR development

To gain feedback from students, employers and other key stakeholders with regards to using immersive technology as a method of assessment.

Activity:

Scenario development

Three prototype scenarios were developed in the iRIS platform to aid adherence to ASPiH and INACSL standards as well as collaboration across the development and project teams. The VR development was undertaken in Unity by digital students led by industry experts.

Evaluation

The University of Huddersfield led on the evaluation of the project using a qualitative approach encompassing the three degrees of validity [2], using student and employer/stakeholder focus groups and 1:1 interviews both pre and post scenario testing. Discussions were transcribed and template analysis [3] applied.

Findings:

While final evaluation is still ongoing, initial findings are as follows:

iRIS proved to be an invaluable platform for scenario development across organizations greatly aiding communication and decision-making

Both students and faculty need have reached a minimum competency with the VR equipment and environment prior to assessment

Course learning outcomes can be readily incorporated into bespoke VR scenarios

VR would be a suitable mode for assessment for some learning outcomes but not all

The prototype scenarios provided adequate realism, face and construct validity for assessing the identified learning outcomes

Conclusion:

VR simulation has the potential to be suitable and acceptable mode of delivery for assessment in health and social care. Funding applications have been submitted for phase two of the project which would include an impact study.

Ethics statement:

Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.