背景:可以利用虚拟仿真中的固有功能来提供包容性的全球协作教育,可访问,并受到学生和主持人的重视。这项研究的目的是评估国际眼科社区(IEC)平台的虚拟模拟国际实习(VSIP)在验光教育中的影响。
方法:国际,多中心,与迪肯大学进行的横断面混合方法研究,澳大利亚,和精英验光学校,印度,用于使用从验光课程课程中的教学和学习活动中收集的预先存在的去识别数据来评估VSIP在IEC中的影响。有关学生和主持人对VSIP的看法的数据是通过焦点小组讨论中删除的笔录收集的。使用描述性统计和定性分析对数据进行解释,并使用恒定比较进行主题分析。
结果:167名学生参与者中有64人完成了调查回答(39%),167人中有46人(28%)完成了自我反省清单。记录并分析了有6名学生参与者和6名主持人参与者的焦点小组。学生参与者报告IEC是相关的(98%同意),并促使他们将理论知识应用于临床背景(97%同意)。通过定性分析确定的主题是:虚拟仿真固有的因素,使通过VSIP学习成为可能,VSIP支持认知学徒制,VSIP启用了验光教育的临床学习,VSIP在视光学生跨文化专业身份发展中的作用。
结论:研究发现,VSIP平台有助于激励学生学习和提高他们的临床技能。VSIP被认为是物理临床实习的潜在补充,可以通过提供跨文化的共同学习来彻底改变全球验光教育。
BACKGROUND: Inherent features in virtual simulation could be utilised to deliver collaborative global education that is inclusive, accessible, and valued by students and facilitators. The aim of this
study was to evaluate the impact of the International Eyecare Community (IEC) platform\'s virtual simulated international placements (VSIP) in optometric education.
METHODS: An international, multi-center, cross-sectional mixed methods
study with Deakin University, Australia, and the Elite School of Optometry, India, was used to evaluate the impact of VSIP in the IEC using pre-existing deidentified data collected from teaching and learning activities within the optometry course curriculum. Data on students and facilitators perceptions of the VSIP were collected through deidentified transcripts from focus group discussions. The data were interpreted using descriptive statistics and qualitative analysis using constant comparison for thematic analysis.
RESULTS: A total of 64 out of 167 student participants completed survey responses (39%) and 46 out of 167 (28%) completed self-reflective inventories. Focus groups with 6 student participants and 6 facilitator participants were recorded and analysed. Student participants reported the IEC was relevant (98% agreement) and motivated them to apply theoretical knowledge to a clinical context (97% agreement). The themes identified through qualitative analysis were: factors inherent to the virtual simulation that enabled learning through VSIP, the VSIP supported cognitive apprenticeship, VSIP enabled clinical learning for optometric education, VSIP\' role in cross-cultural professional identity development in optometry students.
CONCLUSIONS: The
study found that the VSIP platform helped to motivate students to learn and improve their clinical skills. The VSIP was considered a potential supplement to physical clinical placements and could revolutionize global optometric education by offering co-learning across cultures.