The role of virtual medical simulation in teaching and in developing the soft skills of nursing and medical students

Abstract

ditional teaching methods are not sufficient in the face of rapid changes in medicine. Body Interact (BI) is an interactive VPS software that can be operated via a touch interface. BI provides an interesting and dynamic learning environment. Although this tool has many advantages, there is still a need for further research to optimize its use. Aim: The purpose of this study was to analyze the impact of VPS training in small groups on perceptions of individual learning and curriculum integration among nursing and medical students. Material and methods: Baseline perceptions of individual learning process and curricular integration were assessed using a 27-item pre-session questionnaire. Students subsequently participated in small-group VPS training sessions lead by a clinical tutor and then completed a 32-item post-session questionnaire, including 25 paired items. Pre- and post-session responses were compared to determine the impact of the small-group VPS experience. Results: Analysis of the differences between the pre-session and post-session Assessments of curricular needs showed a negative difference between the results identified in the group of students doing Bachelor’s course in nursing a minimal difference, approaching zero, in the group doing Master’s course in nursing and a highly positive difference in the group doing Master’s course in medicine. Statistically significant post-hoc differences were shown between the groups doing Bachelor’s course in nursing and Master’s course in medicine. Conclusions: The survey showed that nursing students had high expectations for simulation training that allowed them to develop soft skills and improve their professional skills. The nursing group was more satisfied with the level of training than the medical group.