Erika R Francis1, Stephanie Bernard2, Morgan L Nowak2, Sarah Daniel3, Johnathan A Bernard4. 1. University, School of Health Professions, Division of Physician Assistant Studies, Winchester, Virginia. Electronic address: efrancis11@su.edu. 2. University, School of Health Professions, Division of Physician Assistant Studies, Winchester, Virginia. 3. Shenandoah University, School of Education and Leadership, Winchester, Virginia. 4. OrthoVirginia, Herndon, Virginia.
Abstract
OBJECTIVE: To assess the impact on self-efficacy for preclinical physician assistant (PA) students through immersive virtual reality (VR) operating room simulation. DESIGN: Randomized double-blinded controlled experiment measuring self-efficacy using Schwarzer and Jerusalem's general self-efficacy scale. An entirely novel operating room was created, casted, and filmed using VR software. Fifty-two preclinical PA students were randomly assigned to VR (n = 26) or traditional lecture (n = 26) and self-efficacy was measured in both conditions using a general self-efficacy scale given before and after the virtual experience. A mixed ANOVA, independent sample t tests, and paired samples t tests were performed. SETTING: Shenandoah University Physician Assistant program, Winchester, Virginia. RESULTS: Exposure to VR training after the traditional lecture improves self-efficacy amongst PA students (p < 0.05). Exposure to VR improved self-efficacy compared to traditional methods (p < 0.05). There was no difference in self-efficacy amongst PA students with the traditional model (p < 0.05). CONCLUSIONS: The introduction of VR simulation improved preclinical PA student self-efficacy in the operating room setting.
OBJECTIVE: To assess the impact on self-efficacy for preclinical physician assistant (PA) students through immersive virtual reality (VR) operating room simulation. DESIGN: Randomized double-blinded controlled experiment measuring self-efficacy using Schwarzer and Jerusalem's general self-efficacy scale. An entirely novel operating room was created, casted, and filmed using VR software. Fifty-two preclinical PA students were randomly assigned to VR (n = 26) or traditional lecture (n = 26) and self-efficacy was measured in both conditions using a general self-efficacy scale given before and after the virtual experience. A mixed ANOVA, independent sample t tests, and paired samples t tests were performed. SETTING: Shenandoah University Physician Assistant program, Winchester, Virginia. RESULTS: Exposure to VR training after the traditional lecture improves self-efficacy amongst PA students (p < 0.05). Exposure to VR improved self-efficacy compared to traditional methods (p < 0.05). There was no difference in self-efficacy amongst PA students with the traditional model (p < 0.05). CONCLUSIONS: The introduction of VR simulation improved preclinical PA student self-efficacy in the operating room setting.