Designing and Evaluating a Virtual Patient Simulation—The Journey from Uniprofessional to Interprofessional Learning

Evaluating Pharmacy Students' Teamwork Attitudes in Virtual COVID-19 Emergency Department Simulations: A Pilot Study

OBJECTIVE

This study explores the impact of virtual simulation training on the transformation of teamwork attitudes among pharmacy students in a simulated severe COVID-19 pneumonia scenario in the emergency department.

METHODS

From July 2022 to January 2023, 16 pharmacy students, along with other health care students, participated in interprofessional simulation rounds. Each pharmacy student was assigned specific days for participation, using either a 3-dimensional computer or a virtual reality headset to manage a patient with severe COVID-19 pneumonia in the virtual emergency department. The TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ) was used for pre- and post-training assessments.

RESULTS

The mean baseline T-TAQ score was 119.44 ± 10.63, showing a significant post-training improvement to a mean score of 130.88 ± 8.98 (Hedges' g = 1.52). Stratification by academic year and device type revealed no significant impact on the learning experience. Remarkable enhancements in teamwork attitudes were observed after training, specifically in team structure, situation monitoring, mutual support, and communication domains.

CONCLUSION

These findings indicate that virtual simulation training in scenarios such as severe COVID-19 effectively augments teamwork attitudes among pharmacy students, preparing them for collaborative practice in high-stakes emergency medicine settings.

Emulating and Evaluating Virtual Remote Laboratories for Cybersecurity

Our society is nowadays evolving towards a digital era, due to the extensive use of computer technologies and their interconnection mechanisms, i.e., social networks, Internet resources, IoT services, etc. This way, new threats and vulnerabilities appear. Therefore, there is an urgent necessity of training students in the topic of cybersecurity, in which practical skills have to be acquired. In distance education, the inclusion of on-line resources for hands-on activities in its curricula is a key step in meeting that need. This work presents several contributions. First, the fundamentals of a virtual remote laboratory hosted in the cloud are detailed. This laboratory is a step forward since the laboratory combines both virtualization and cloud paradigms to dynamically create emulated environments. Second, this laboratory has also been integrated into the practical curricula of a cybersecurity subject, as an additional on-line resource. Third, the students’ traceability, in terms of their interactions with the laboratory, is also analyzed. Psychological TAM/UTAUT factors (perceived usefulness, estimated effort, social influence, attitude, ease of access) that may affect the intention of using the laboratory are analyzed. Fourth, the degree of satisfaction is analyzed with a great impact, since the mean values of these factors are most of them higher than 4 points out of 5. In addition to this, the students’ acceptance of the presented technology is exhaustively studied. Two structural equation models have been hypothesized and validated. Finally, the acceptance of the technology can be concluded as very good in order to be used in other Engineering contexts. In this sense, the calculated statistical values for the improved proposed model are within the expected ranges of reliability (X2 = 0.6, X2/DF = 0.3, GFI = 0.985, CIF = 0.985, RMSEA = 0) by considering the literature.