Teaching Modalities Research Articles

Managing the Hyflex Scheduling Activity Using Excel Dynamic Arrays

The COVID-19 pandemic has forced the rapid adoption of remote teaching modalities including “hyflex” where students attend some class sessions in person and some online. Managing the hyflex course requires faculty to quickly generate several reports and to update these reports rapidly when the authorities adjust the rules, students add/drop, or the number of course sessions is changed. The creation of these reports is tedious and error-prone, so they need to be automated. However, the nature of the task precludes traditional Excel programming approaches. We use Excel’s new “dynamic array” capabilities (which are available only in Excel 365) to automate the creation and updating of the reports needed to manage the hyflex course. We show how to program the reports, and we discuss the importance of taking an iterative approach to creating effective, error-free cell formulas. To help the reader acquire genuine access to the dynamic array functions, we provide a practical tutorial on the principles and new concepts of dynamic arrays, explain how they relate to legacy array functions, and present selected dynamic array functions including SEQUENCE, FILTER, and XLOOKUP.

Remodelling family medicine teaching at the University of Lausanne using a modified Delphi method

In the context of implementing a new framework for pre-graduate medical education in Switzerland (PROFILES) and the ongoing reform of the medical curriculum at the Faculty of Biology and Medicine of the University of Lausanne, we set out to determine the priority teaching themes of family medicine and to collect expert opinions about the most appropriate teaching methods for family medicine. Such data would contribute to the production of a coherent family medicine teaching programme encompassing its specificities as well as future challenges facing medicine in general. We mapped the current family medicine courses at the Faculty of Biology and Medicine to obtain an overview of current learning objectives and teaching content priorities. We classified and analysed the lessons using the PROFILES grid and the principles of family medicine described by the World Organization of Family Doctors (WONCA). Then we used a modified Delphi method with a selected panel of experts and two consensus rounds to prioritise objectives for family medicine teaching at the University of Lausanne. After choosing the top objectives/activities for family medicine, subgroups of experts then discussed what would be the best teaching methods for family medicine at the University of Lausanne. The mapping of family medicine teaching at the University of Lausanne showed that current teaching addresses most of the primary topics of family medicine education. The modified Delphi method allowed us to identify priority themes for teaching family medicine at the University of Lausanne: (1) take a medical history and clinical examination; (2) doctor-patient relationship / patient-centred care; (3) clinical reasoning; (4) interprofessional collaboration; (5) care planning/ documentation; (6) shared decision-making; (7) communication; (8) cost-effective care; (9) health promotion; (10) assessment of urgency. The discussion with the experts identified the strengths and weaknesses of the various teaching modalities in family medicine education. Teaching should be structured, coherent and show continuity. Clinical immersion and small group teaching were the preferred teaching modalities. This approach made it possible to create the guidelines for restructuring the family medicine teaching curriculum at the University of Lausanne.

Nursing students perspectives and academic performance in anatomy and physiology before, during and after a stability period of COVID-19

The Coronavirus disease 2019 (COVID-19) has dramatically disrupted medical, allied health, and nursing education worldwide. It has created challenges for students and educators by requiring a sudden shift to online teaching and learning activities from didactic, passive teaching and learning. The objective of the present study was to evaluate the impact of these modes of teaching and learning before, during, and after the transition through COVID-19 on the class average and Grade Point Average (GPA) of nursing students taking anatomy and physiology in the first year of nursing. Using the virtual teaching and learning modality, the present study demonstrated that the mean class average of anatomy and physiology midterms and final examinations during COVID-19 (synchronous online teaching) was significantly higher (P<0.001) compared with the pre-COVID-19 (face-to-face (F2F) teaching) class average. However, the class average and GPA were not different between pre-COVID-19 (F2F teaching) and post-COVID-19 (hybrid/flex teaching). Virtual teaching of these subjects also significantly (P<0.001) increased the students’ GPA in anatomy and physiology during COVID-19 compared to before and after the stability of COVID-19. Students’ perspectives on teaching and learning these courses using these teaching modalities indicated that nursing students prefer a synchronous, hybrid mode of learning in anatomy and physiology. The present study demonstrates nursing students’ preference for a synchronous, online and hybrid mode of teaching and learning anatomy and physiology in case of the re-emergence of a new strain of coronavirus after Omicron variant in future lockdown due to the COVID-19 pandemic.

Evaluation of a virtual, simulated international public health peer-to-peer exchange learning experience.

Public Health's (PH) global rise is accompanied by an increasing focus on training the new generation of PH graduates in interdisciplinary skills for multisectoral and cross-cultural engagement to develop an understanding of commonalities in health system issues and challenges in multi-cultural settings. Online teaching modalities provide an opportunity to enhance global health skill development through virtual engagement and peer exchange. However, current teaching pedagogy is limited in providing innovative modes of learning global health issues outside of traditional classroom settings with limited modalities of evidence-informed implementation models. This study designed, implemented, and evaluated a novel global health online synchronous module as proof of concept that incorporated elements of virtual Practice-based learning (PBL) using a case study approach offered to currently enrolled public health students at the University of Canberra (UC) and a partnering public health university from India, the Indian Institute of Public Health Gandhinagar (IIPH-G). Using constructive learning theory and the Social Determinants of Health framework, four online sessions were designed and implemented in August-September 2022. Formal process and outcome evaluation using a quantitative adapted survey of the validated International Student Experience survey (IES) at session end and findings provided. Over 100 participating public health students from Australia and India provided narrative feedback and quantitative responses from the adapted IES instrument across four key dimensions, namely "motivation," "personal development," intellectual development, and "international perspectives" reporting an overall high mean impact of 4.29 (out of 5) across all four themes seen together. In essence, the sessions supported students to explore global health issues from a different cultural perspective while developing intercultural communication skills and enhancing their global exposure in real-time. This innovation, implemented as a proof of concept, provided evidence, and demonstrated the implementation feasibility of a flexible virtual integrated practice-based module that can supplement classroom teaching. It provides participating students with the opportunity to develop intercultural understanding and communication competence as well as support global mindedness by engaging with international peers around focused global health case studies.

Attitudes and usage of visual-aids in graduate student learning of gross anatomy at Makerere University.

The increasing numbers of students studying human anatomy at Makerere University are beginning to overwhelm available resources, which presents challenges in learning and necessitates an evaluation of alternative ways to enhance anatomy learning.The increasing numbers of students overwhelm resources available and presents challenges in learning. This necessitates an evaluation of alternatives to enhance gross anatomy learning at Makerere University College of Health Sciences. The study aimed to assess the usage of visual aids and generate necessary information to enhance learning. A cross-sectional study employing a concurrent triangulation mixed method design was conducted among 44 graduate students actively participating in cadaveric dissection. Data was collected using self-administered questionnaires and two focus group discussions. Descriptive statistics and thematic analysis were used to summarize data. Most participants were male (77.3%) with a mean age of 31.5 years (SD 3.9, Range, 27-45 years). A majority of graduate students reported using non-traditional methods (online sources) to supplement learning. Students commonly used hard copies of Cunningham Manual of Practical Anatomy (88.6%) supplemented with well-illustrated textbooks (79.5%) and online dissection videos (72.7%). Students expressed most satisfaction with the use of videos and well-illustrated text books in supplementing learning. The availability of these electronic resources was limited by factors such as poor internet connectivity and the need to pay for online licenses and subscription fees. Graduate students in the Department of Anatomy at MakCHS are using non-traditional methods to supplement their learning. However, there are several challenges to accessing digital resources. There is a need to support students with accessing visual aids through integrating newer teaching modalities and modern technology to promote interest and retention of anatomical knowledge.

Transitioning into Fully Blended Learning: A Model for Faculty Blended Learning Adoption

Higher education institutions the world over is turning to Blended Learning (BL) as the preferred teaching and learning delivery approach. However, to attain campus-wide adoption requires an understanding of the influencing factors that motivate academics towards teaching in BL mode. Given this context, this paper presents findings from a qualitative study that investigates the lived experiences of academics as they adopt BL for teaching and learning in a Ghanaian university. Adopting a Grounded Theory as the methodology for this research within a sequential qualitative research design, data was collected from multiple sources. Primary data was obtained from in-depth interviews of 22 academics carried out to understand how they construct and navigate the BL teaching experiences. Secondary data was obtained from policy documents, faculty training signing sheets and Learning Management Systems (LMS) activity logs. The data was analysed using the constant comparative method and thematic analysis and triangulated to organize the themes and concepts for the proposed model. The outcome of the analytical process is theorized into an adoption model and grounded in the literature. The findings of the research provide very useful and practical model for administrators to stimulate Faculty motivation as they embark on BL implementation. The model indicates that external and internal environmental factors stimulate Faculty motivation to make a choice regarding the teaching modalities they prefer. It posits that as Faculty members begin to implement teaching process using technology, they become sensitized and begin to internalize the differences between the two teaching modalities/models and thus decide to adopt BL based on the level of implicit and explicit motivational factors that exist within the faculty members and the university.

Engaging Nursing Students in Mental Health Concepts Through Multiple Teaching Modalities

Utilizing multiple active learning strategies may facilitate knowledge, critical thinking, communication, and attitude regarding mental health concepts in nursing students. Faculty in an accelerated 12-month baccalaureate nursing program delivered mental health nursing concepts utilizing team-based learning (TBL), a video response assignment, faculty-led clinical in an inpatient psychiatric hospital, and a standardized patient simulation. Twenty-two nursing students (71%) voluntarily completed a faculty-derived instrument to evaluate the efficacy of each learning experience on knowledge, critical thinking, communication, and attitude. Students favored in-person clinical (73%-91%) and TBL (68%-77%) in terms of the perceived effectiveness to improve knowledge, critical thinking, communication, and attitude toward the mentally ill. Standardized patient experiences (45%-64%) were not rated as favorably but did fare better than video-response assignments (32%-45%). Research is needed to provide a formal evaluation of mental health teaching modalities. [J Nurs Educ. 2023;62(X):XXX-XXX.].

Online Instrumental Orchestration: perspectives for the initial education of pre-service mathematics teachers in the context of the supervised teaching practice

The role of the supervised teaching practice in initial teacher education has been the focus of investigations in the area of mathematics education due to the emergence, in this scenario, of theoretical and practical knowledge for the professional performance of pre-service mathematics teachers. In this article, we aim to discuss the use of the notion of (online) instrumental orchestration as a theoretical-methodological proposal for the development of classes in the context of a supervised teaching practice. For this purpose, we present the components of instrumental orchestration, linking the theoretical and practical dimensions, to illustrate the data produced from the implementation of orchestrations by a pre-service mathematics teacher under the supervision of a teacher-supervisor, in an online class with students in the 6 th grade of elementary school at a federal public school. Among the results, we highlight the didactical configurations, the exploitation modes, and the didactical performances around using a digital artifact which made it possible to perform interactive simulations for the study of the equality relations, through collective work, in the remote teaching modality, between the participants of the research. In short, we found the importance of systematically planning the arrangement of the teaching environment for online classes in the context of supervised teaching practice.

Integrating social determinants of health principles into the preclinical medical curriculum via student-led pedagogical modalities

BackgroundDismantling structural inequities in health care requires that physicians understand the impacts of social determinants of health (SDH). Although many medical schools incorporate SDH education, integration of these principles into the preclinical curriculum remains challenging.MethodsStudents and faculty at the University of Vermont, Larner College of Medicine developed the Social Medicine Theme of the Week (SMTW), a peer-teaching approach to integrating SDH topics across the preclinical curriculum as part of a broader social medicine curriculum. Students created objectives to link SDH-related topics to the weekly curriculum and presented them to the class. Student innovation led to the incorporation of creative online infographics that were published in the curriculum calendar. First year medical students and faculty members were surveyed to assess preferences and educational impact of the SMTW announcements with accompanying infographics.ResultsOf the 40 student respondents, 77.5% reported that their knowledge of SDH had improved due to the SMTW. Most students (82.5%) preferred the infographic modality over traditional teaching modalities. Faculty respondents reported limited engagement with the SMTW and, although they supported the need for these objectives, many (61%) found it difficult to integrate SDH content into their class materials.ConclusionStudent-led infographics are a popular method of integrating SDH content in the preclinical curriculum that can be optimized through faculty orientation and support. Success for this type of instruction requires opportunities for student developers, integration and formal assessment of objectives, faculty engagement and training, and institutional support for creating and delivering a robust social medicine curriculum.

Bedside Teaching and Its Alternatives in the COVID-19 Pandemic

Background: Bedside teaching is a concentrated form of small-group teaching that takes place in the presence of the patient. Improvement in communication skills in a sympathetic manner with the patient and the ability to provide a purposeful history description and earning skills in clinical examinations is a goal that can only be achieved at the patient’s bedside. Bedside teaching has declined in recent years despite all its benefits; however, there are strong recommendations to continue this teaching modality for its valued benefits. In this context, we aimed to deal with the importance of bedside teaching and the challenges ahead in the covid epidemic as well as its alternatives for teaching medical students. Evidence acquisition: This study was conducted through a literature search on articles in English with the relevant keywords (((((((“students, medical”[Mesh]) AND (“COVID-19”[Mesh])) AND (“education”[Mesh])) AND (“patient-centered care”[Mesh])) AND (“patient care team”[Mesh])) OR (“teaching rounds”[Mesh])) OR (“education, distance”[Mesh])) AND (“Physical examination”[Mesh]) using PubMed, Scopus, Web of Sciences, Cochrane, and Embase databases from 2001 to 2022. Results: In our search, 22 related articles were found, 3 of which were clinical trials) and 4 were review articles. This study summarized the following important issues related to bedside teaching: 1- We discussed the definition, importance, benefits, and difficulties of bedside teaching on the way to education; 2- We deliberated the causes of reluctance to carry out education at the bedside and the ways to deal with the reduction of its implementation; 3-we also noticed alternative methods for medical education in periods of special contact restrictions with patients such as the COVID-19 epidemic in this review. Conclusions: Bedside teaching has a fundamental role in medical education. In particular circumstances, such as covid 19 epidemy, in which the bedside teaching courses were suspended, it is necessary to allocate other educational arrangements and design a distance learning curriculum, including virtual teaching, uploading videos to view clinical procedures on social media platforms, interview with a virtual patient, and simulation.

Facebook Group Promotes Interaction in Analyzing Short Stories

Facebook Social Learning Group appears to be the most supplementary platform in the new blended learning, particularly in the areas with intermittent internet connections. Teachers maximize the use of this social learning platform to deliver basic education to the students in the comfort of their homes. The use of Facebook Social Learning Group helps teachers to facilitate classes shifting from face to face into different teaching modalities with the aid of effective lesson planning and digitized strategies. Moreover, it promotes interaction among the participants and paves the way for students to comprehensively analyze short stories using the social platform. The objective of this research is to explore the use of Facebook as a supplementary platform for Junior High School students to learn English short stories and prompt collaboration. A descriptive qualitative design is used for this purpose and 20 Grade 10 students in Junior High School were purposively selected since they are all exposed to Facebook specifically messenger classroom in the blended learning set-up which is modular and Facebook messenger. The group is in a heterogeneous class consisting of 8 males and

Students’ perception toward blended anatomy learning modalities in the COVID-19 era

INTRODUCTION: Human anatomy is a cornerstone of medical practice hence teaching modalities should be strengthened. Major challenges were faced in this COVID-19 era when the teaching aspect was considered. The use of eLearning and blended learning is an innovative delivery mode to enhance medical education efficiency in the pandemic era. This study aims at investigating the student perception and satisfaction with the blended learning modality at the University of Rwanda.METHODS: This was a cross sectional study that was conducted at the University of Rwanda. 115 students undertaking the anatomy module participated and were subjected to the validated online questionnaire using Microsoft form. The data were exported from Google Forms to Microsoft excel 2013 for cleaning and coding and analyzed with SPSS version 25; cleaned data were then exported to SPSS version 25. Descriptive analysis was done using mean, standard deviation, frequency, and percentages. The University approval was obtained.RESULTS: Out of 134 students, 115 students (85.4%) were enrolled in the study. Learning outcomes were reported to be clear, the anatomy module was well organized, and timely delivered module teaching was reported, and findings were 43.1%, 83,6% and 78.5%, respectively. On practical sessions, students expressed high satisfaction at 87.6%, with cadaver-based learning interest at 91.2%. E-learning relevance was higher than three quarters (76.5%).CONCLUSION: We noted the effectiveness of online and in-person teaching modalities among medical students undertaking the anatomy module at the University of Rwanda. Improvement of e-learning modality and availing prerequisite equipment at the University of Rwanda is recommended.

Job Satisfaction and Perception Among Female Academics During COVID-19 Pandemic: A Systematic Review

The COVID-19 pandemic gave off a huge impact on face-to-face or physical learning and the world now is going virtual online learning and teaching until this pandemic settles. The COVID-19 epidemic has created new obstacles for employees in terms of change adaptation and job security, as well as a significant impact on employee well-being and satisfaction, especially for women. Since 2005, female enrolment in academia has continued to grow, and in many countries, females make up more than fifty per cent of the total enrolment in higher education. However, women remain underrepresented in top academic positions globally. This systematic review aimed to look for available articles related to the job satisfaction and perception of female academics before and during the COVID-19 pandemic. The PRISMA flow diagram was used to search the literature systematically, and the study's inclusion and exclusion criteria were established prior to the search. The CASP and MMAT were used to conduct the quality assessment. There are six themes emerged from 26 articles in this review and those are an overview of job satisfaction, factors that contribute to job satisfaction, gender gaps related to job satisfaction, academics perception, the mental health of academicians, and the relationship between work from home and job satisfaction. This study recommended for the faculty and university have a serial discussion about maintaining and increasing female academics’ job satisfaction. Therefore, surveys for academicians were vital to learn about their current circumstances, whether in teaching and learning or their psycho-social well-being. Although the university already provides the guidelines for online teaching, it was advisable to review the efficacy of the teaching modalities and infrastructure for the academicians.

Instrumental Analysis Experience-Based Teaching before and during the COVID-19 Pandemic: Challenges and Opportunities

The COVID-19 outbreak represented a remarkable challenge in universities and colleges since it forced the transition from a face-to-face model in classrooms and laboratories to a remote, online model using computers, tablets, and cell phones. In Mexico and other Latin American countries, the return to educational activities was a slow-paced process. The lack of presential activities had a deep impact on education, particularly in under- and graduate Chemistry courses, where laboratory work allows students to develop skills and abilities by applying their knowledge to solve experimental problems. As a consequence, institutional and personal efforts were put together to overcome this situation. These efforts led to remarkable experiences and outcomes with high educational value. This work presents experiences and outcomes of the Instrumental Analysis course offered in the Chemistry Clinical Biologist bachelor program throughout three nonconsecutive semesters, each time on different contexts, to describe the challenges faced, and the emerging opportunities from the experience throughout the pandemic. Each experience is described in a case study. Case 1 exemplifies a regular, pre-COVID-19 semester, in 2019, in a fully face-to-face teaching modality. Case 2 describes a semester in the middle of the COVID-19 crisis in 2020, in a 100% online teaching modality. Finally, Case 3 presents a semester with low prevalence of COVID-19 cases, using a hybrid modality, in 2021. Our observations suggest significant differences related to the knowledge integration process when laboratory work was interrupted, and provide evidence about how online activities impacted the learning process in experimental chemistry courses.

The Flexibility of the Flipped Classroom for the Design of Mediated and Self-regulated Learning Scenarios

The flipped classroom is a methodology recognised for its positive impact on the self-regulation of learning and academic performance. There is extensive literature that demonstrates its potential for educational flexibility, including the adaptation to online and blended modes of delivery that utilize digital technology successfully. There is, however, little evidence which proves that a unique flipped classroom design can be adjusted to different teaching modes without affecting student satisfaction and learning outcomes. In this research, we analyse eight cases of flipped classroom implementation during the 2020-2021 and 2021-2022 academic years in the Faculty of Education Sciences at Universitat Autònoma de Barcelona. According to the findings, students who seem to have a stronger perception of self-regulated learning development and technology appropriation also have higher perception of academic performance, although they do not achieve better results. There are no significant variations in pedagogical design satisfaction or learning outcomes depending on teaching modality. However, the study did find that the most flexible teaching modes, such as intermittent face-to-face and hybrid teaching, offered more benefits to students in terms of academic performance and self-regulated learning. The main conclusion is that flipped classroom is a flexible methodology that can be adapted to different teaching modes while maintaining student satisfaction and learning outcomes.

Asynchronous student engagement in analysis of climate data achieves learning objectives related to climate change understanding, statistical competence, and climate anxiety

Learning in asynchronous online environments has gained importance over the last several decades, and educational environment shifts from the COVID-19 pandemic appear to have increased this need. Science educators and students need information about which approaches work in the asynchronous environment where informal feedback tends to be reduced, compared to other teaching modalities. In this study, we asynchronously implemented a learning module across 5 institutions that guided students (N = 199) from prescriptive data analysis through guided inquiry and eventually to open inquiry. The module focuses on the science behind climate change. Students work with the same authentic data sets used by professional scientists to examine geologic history and causes of climate change. By analyzing contemporary atmospheric carbon dioxide and temperature data and then using the 800,000-year record available from the Vostok ice core proxy record of atmospheric properties, students identify the causes of climate change and discover the unprecedented nature of recent atmospheric changes. Using a pre/post-module assessment, we demonstrate improvement in students’ understanding of climate change processes and statistical methods used to analyze data. However, there was no evidence that the module develops students’ scientific reasoning about the relationship between causation and correlation. Students maintained that correlation is not causation, even when a robust causal mechanism (i.e., the greenhouse effect) explains the link between atmospheric carbon dioxide and temperature. Finally, our analysis indicated that generally, anxiety about climate change was reduced during the module, such that students become less anxious about the climate change the more they learn about it. However, science-denying students experienced much higher anxiety about climate change than students who accepted the scientific consensus about climate change. Climate science-dissenting students were so few in this study that a statistical comparison was not possible, but this intriguing finding warrants further investigation of the role of anxiety in science denial. Mainly, this study demonstrates how asynchronous online learning environments can indeed support the achievement of learning objectives related to conducting authentic science, such as increasing understanding of climate change and statistical concepts, all while not provoking anxiety about climate change.

The Place of the Teacher: Environmental Communication and Transportive Pedagogy

ABSTRACT In this advanced review, we reflect on our own teaching and synthesise recent scholarship on higher education practices in order to examine the place of the teacher in environmental communication pedagogy. Most prior studies of environmental communication pedagogy have addressed on-campus or in-the-field teaching, with little attention paid to the challenges and opportunities of online or blended learning. We argue that environmental communication pedagogy must be reassessed in the context of the shift toward online instruction that the COVID-19 pandemic prompted, and we undertake this reassessment with a particular emphasis on the teacher’s “place.” Through a review of three different modalities of teaching, we propose a transportive lens for understanding the place of the teacher in environmental communication pedagogy, which takes into account the teacher’s place within the learning environment and acknowledges their role in guiding the movement of learners through pedagogic environmental communication places and praxis.

Physical education teachers in times of pandemic

This paper reports on a study that investigated the experiences of 25 physical education (PE) teachers from public and private schools in Angeles City, Philippines, during the COVID-19 pandemic. The study found that many PE teachers encountered various challenges and were hesitant and unconfident about teaching PE during the pandemic. Additionally, many PE teachers were given non-teaching assignments and responsibilities, which added to their workload. The study highlights the importance of equipping teachers with the necessary skills and knowledge to adapt to the new teaching and learning modalities during the pandemic and providing support for PE teachers during this challenging time. The paper concludes by suggesting that future research could investigate the specific strategies and approaches that have been most effective in helping PE teachers overcome the challenges they face in teaching during the pandemic and the long-term effects of the pandemic on the teaching and learning of physical education.

Innovative Learning: Implementing Virtual Reality in a Large Class of Prelicensure Students Using Limited Equipment, Time, and Resources.

The development of critical thinking and decision-making skills is essential to link knowledge to practice in prelicensure nursing education. Immersive virtual reality (VR) is a teaching modality that provides students with an interactive way to develop their knowledge and skills. Faculty at a large mid-Atlantic university developed an innovative strategy to deploy immersive VR in a senior-level advanced laboratory technologies course with 110 students. Implementation of this approach to VR was intended to augment clinical learning in a safe learning environment.

A Study to Design a Learning Tool "Virtual Patient" for Functional Diagnosis and Clinical Reasoning of Respiratory Dysfunction in the Undergraduate Physiotherapy Curriculum.

The aim of the present study was to develop and designsoftware-based "virtual patient" for learning functional diagnosis with clinical reasoning of respiratory dysfunction based on need analysisand perception of faculty and student on utility in the undergraduate physiotherapy curriculum. The objective of the study was to design a framework of a respiratory case scenario that includes personal details, history taking, physical examination, differential diagnosis, investigations, functional impairment, and diagnosis, design a prototype of the virtual patient case scenario using software in a virtual environment created in oculus quest, obtain faculty and student feedback, and analyze the feedback. The result of the study obtained on feedback analysis suggests that the virtual patient case scenario (prototype) contains the relevant information in an organized and sequenced manner. The virtual patient case scenario on the virtual reality platform will be helpful as a teaching and learning modality. The study concluded that the present virtual simulated case scenario (prototype) with more cases helps to develop functional diagnosis and clinical reasoning skills as a part of the undergraduate physiotherapy curriculum.