Abstract
BackgroundThis study aimed to determine the efficacy of using a virtual interactive (VR) simulation to improve student diagnostic interview outcomes in an online course. SampleStudents (n = 72) in an online psychiatric interviewing course. MethodParticipants interacted with a series of VR simulations created in LearnBriteTM (Hyperspace, Phoenix, AZ) before performing psychiatric diagnostic interviews. The average interview performance scores of the control and test groups were compared. VR simulation visit frequency and interview scores were correlated. Participants completed the System Usability Scale (SUS) (Taylor & Francis Inc., Bristol, PA). ResultsThe one-tailed t test for overall student performance was significant, t (70) = 1.853, p = .034 with 41 students participating in the control condition and 31 students participating in the test condition. Students using VR simulation performed better. One-tail correlation between VR visit frequency and the rubric score was significant, r (29) = 0.327, p = .036. The SUS score was 64.8 and below the average 68 score on reported studies. ConclusionIntegrating VR simulations of psychiatric diagnostic interviews using LearnBriteTM (Hyperspace, Phoenix, AZ) in an online course is effective in improving students’ performance.
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