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Completed

NCT Number: NCT04754568

Virtual Reality Instructional Design in Orthopedic Physical Therapy Education

The objective of this study is to assess the effects of virtual reality instructional design on physical therapy students' clinical decision-making skills, as compared with a traditional method of instruction with the same content and duration of exposure.

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Key information

Conditions

Virtual Reality

Age range

22 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Shenandoah University

Winchester, Virginia, 22601, United States

About this study

An online random number generator will be used to randomize students into one of two groups: virtual reality instruction or role-paying instruction. All students will complete self-reported measures of clinical decision-making and metacognitive awareness prior to receiving their allocated instruction. While completing allocated instruction (either virtual reality or role-playing), measures of diagnostic accuracy and diagnostic efficiency will be collected. Following virtual reality or role-playing instruction, all included subjects will complete post-test measures of clinical decision-making ,metacognitive awareness, and engagement. One week later, all included subjects will be assessed on a musculoskeletal objective structured clinical examination (mOSCE).

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Students enrolled in their first year of physical therapy school at SU

Exclusion criteria

  • Students enrolled in their second or third year of physical therapy school at SU

Treatment and study plan

Virtual reality instructional design

Other

60 minute immersive VR experience with branching method information delivery, physical therapy assessment, and diagnosis.

Role-playing instructional design

Other

60 minute traditional role-playing with standardized patient

Primary outcomes

  1. Change in clinical decision-making

    Time frame: pre- and post-instructional design (immediately after completing virtual reality or role-playing)

    The Clinical Decision-Making Tool (CDM-Tool), a Likert-style questionnaire with 12 items, scored on a four-point scale. A higher raw score indicates a higher level of perceived decision-making ability.

Secondary outcomes

  1. Change in metacognitive awareness

    Time frame: pre and post-instructional design (immediately after completing virtual reality or role-playing)

    Metacognitive Awareness Inventory (MAI), a Likert-style questionnaire with 52-items, scored on a five-point scale. A higher raw score indicates a higher level of perceived metacognitive awareness.

  2. Self-reported measure of engagement

    Time frame: Post-instruction (immediately after completing either virtual reality or role-playing experience)

    Six-item, five-point Likert-style instrument. A higher raw score indicates greater level of student engagement.

  3. Objective Structured Clinical Examination (OSCE)

    Time frame: 1 week following allocated instruction (either virtual reality or role-playing)

    Practical examination with 2 cases, assessing a student's ability to generate hypotheses, perform tests or measures to rule-in or rule-out hypotheses, and deliver an appropriate intervention.

Sponsors and collaborators

Lead sponsor

Shenandoah University

Other

Registry information

Official study title

Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial Comparing the Effects of Virtual Reality With Role-Playing Learning

Important dates

Study start
2020
Primary completion
2021
Study completion
2021
First posted
Feb 15, 2021
Registry last updated
Sep 21, 2021

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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