Project Details
Description
Virtual patient (VP) simulations can offer educational benefits in healthcare disciplines by supplementing traditional training approaches and enabling the acquisition of clinically relevant skills and knowledge. While the existing body of literature covers VP usage in healthcare professions such as medicine and nursing, there are no current reviews highlighting the use of VP simulations in the field of psychology. The aim of this scoping review was to examine the educational impact of VP simulations on learning and user experience outcomes among psychology students and clinicians. Cochrane Library, PsycINFO, PubMed, Scopus, ERIC, IEEE Xplore, and SAGE journals databases were searched up to June 2023. Studies of all designs and comparator groups were included if they appraised the effectiveness and user experience of any VP simulation aimed at addressing learning outcomes among psychology students and clinicians. A total of nine studies met inclusion criteria. Overall, VP simulations hold promise in facilitating improvements in skill acquisition, clinical competence, and knowledge. Although user impressions were largely positive, there were notable technical challenges that hampered their usability and learning effectiveness. Further research and standardisation of VP simulations are needed to draw definite conclusions about the effectiveness of these simulations in psychology education.
Key findings
Implications for practice or policy:
● Educators can incorporate VP simulations into psychology curricula to enhance the learning experience of students and impact skill and knowledge acquisition, and clinical competence.
● Higher education policy makers can advocate for further research and standardisation of VP simulations in psychology education to establish evidence-based guidelines, fostering a more comprehensive and consistent educational environment for psychology students and clinicians.
● Course developers or coordinators can establish a standardised approach to assess core professional competencies required for practice.
● Educators can incorporate VP simulations into psychology curricula to enhance the learning experience of students and impact skill and knowledge acquisition, and clinical competence.
● Higher education policy makers can advocate for further research and standardisation of VP simulations in psychology education to establish evidence-based guidelines, fostering a more comprehensive and consistent educational environment for psychology students and clinicians.
● Course developers or coordinators can establish a standardised approach to assess core professional competencies required for practice.
| Status | Not started |
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