Learning Objectives   Identify key areas of focus for addressing student satisfaction in 3-DVW IPE simulations Discuss specific quality improvement strategies targeting student satisfaction and engagement based on the Flexible Learning Model Apply findings of the continuous quality improvement (CQI) strategies used in the AVIT 3-D virtual world simulation to their own approaches to CQI for virtual simulation

Hass, PhD, Richard W.

Kates, PhD, APRN, AGPCNP-BC, GNP-BC, Jeannette

Toth-Cohen, PhD, OTR/L, Susan

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Thomas Jefferson University Jefferson Digital Commons Department of Occupational Therapy Posters and Presentations Department of Occupational Therapy 10-14-2022 Student Satisfaction and Quality Improvement for an Alzheimer’s Virtual Interprofessional Training (AVIT) Program Susan Toth-Cohen, PhD, OTR/L Jeannette Kates, PhD, APRN, AGPCNP-BC, GNP-BC Richard W. Hass, PhD Follow this and additional works at: https://jdc.jefferson.edu/otpresentations  Part of the Interprofessional Education Commons, and the Rehabilitation and Therapy Commons Let us know how access to this document benefits you This Article is brought to you for free and open access by the Jefferson Digital Commons. The Jefferson Digital Commons is a service of Thomas Jefferson University's Center for Teaching and Learning (CTL). The Commons is a showcase for Jefferson books and journals, peer-reviewed scholarly publications, unique historical collections from the University archives, and teaching tools. The Jefferson Digital Commons allows researchers and interested readers anywhere in the world to learn about and keep up to date with Jefferson scholarship. This article has been accepted for inclusion in Department of Occupational Therapy Posters and Presentations by an authorized administrator of the Jefferson Digital Commons. For more information, please contact: JeffersonDigitalCommons@jefferson.edu. Student Satisfaction and Quality Improvement for an Alzheimer's Virtual Interprofessional Training (AVIT) ProgramSusan Toth-Cohen, PhD, OTR/L Jeannette Kates, PhD, APRN, AGPCNP-BC, GNP-BCRichard W. Hass, PhD Jefferson Center for Interprofessional Practice & EducationLearning ObjectivesAfter engaging in this presentation,participants will be able to:• Identify key areas of focus for addressing student satisfaction in 3-DVW IPE simulations• Discuss specific quality improvement strategies targeting student satisfaction and engagement based on the Flexible Learning Model• Apply findings of the continuous quality improvement (CQI) strategies used in the AVIT 3-D virtual world simulation to their own approaches to CQI for virtual simulations23D virtual worlds (3-DVWs) and ContinuousQuality Improvement§ 100’s of 3-DVWs exist, see https://ryanschultz.com/list-of-social-vr-virtual-worlds/ 1§ JCIPE uses Second Life ® as the 3-DVW for AVIT; currently exploring additional 3-DVW options§ 3-DVWs can be customized to varying extents, which enable changesto be implemented for continuous quality improvement (CQI)34AVIT Format• Case-based learning (3 cases at different stages of Alzheimer's disease)• Interprofessional teams of 3-5 students enact provider, patient, caregiver, and observer rolesPreparation Simulation Debriefing- Role enactment - Reflection- Orientation- Learning resourcesApplying the flexible learning model to 3-DVW training and CQIFlexible Learning Model Applied to Virtual Simulations3Time – duration of simulation/entire programContent of the Program or Course (specific persons with Alzheimer’s and their caregivers;other populations)Entry Requirements (who can participate in the program or course)Instructional Approaches and Resources –preparatory material (case bios, resource articles and websites, videos; other learning resources); use of simulation; debriefingDelivery and Logistics – Second Life 3-DVW in JCIPE Sim Center; orientation immediately prior to simulation (initial format)InstitutionImplementation5 DIMENSIONS OF FLEXIBILITYCan use to identify potential areas for change…in conjunction with guidance providedby CQI Model for Improvement 42Application of Flexible Learning Model to CQI in 3-DVW simulation6Length of sessions & Time FrameFocus of the ProgramWho participatesin AVIT?Structure of AVIT(Case basedlearning, Specificlearning methodsWhere/When/HowAVIT takes placeTimeContentEntry requirementsInstructional ApproachesLogisticsAVIT Format 5 Dimensions of FlexibilityQI Focus/Source of Data1 day, 40 – 60” per session No △, not raised as an issue by students; facilitators found format effective (Survey, Debrief)Person w-dementia, CG); stages & environments-Knowledge (Survey)Shortened. Removed questions that were too easy-Areas of learning (Debrief)Students in Nursing course + other disciplinesNo △, not perceived as an issue by students; facilitators found format effective (Survey, DB)Students enact patient, caregiver, provider, observer roles; read lit. on best practice; eval. tech’s- Addition of 2nd provider role (pharmacist) -Survey-Debrief (facilitators)JCIPE Virtual Sim; time set by core team; orientation on day of simulationStudents reported issues with technology (Survey, Debrief)Pre-check of computer readiness; Additional practice before simulation;Changes 2021 -> 2022Results of Student Satisfaction: How well did the learning materials on Canvas facilitate your learning about dementia?725%38%17%0%4%17%27%43%13%7%0%10%Extremely wellVery wellModerately wellSlightly wellNot well at allNot ReviewedIntro to Alzheimer's PPT2022 (n = 30) 2021 (n = 24)17%54%21%4%4%0%30%50%10%3%3%3%Extremely wellVery wellModerately wellSlightly wellNot well at allNot ReviewedYouTube Videos2022 (n = 30) 2021 (n = 24)25%63%4%4%4%0%27%50%17%7%0%0%Extremely wellVery wellModerately wellSlightly wellNot well at allNot ReviewedArticles / Readings on Dementia2022 (n = 30) 2021 (n = 24)Results of Student Satisfaction: How well did the learning materials on Canvas facilitate your ability to participate in the online simulation833%33%21%8%4%0%37%53%7%3%0%0%Extremely wellVery wellModerately wellSlightly wellNot well at allNot ReviewedOrientation2022 (n = 30) 2021 (n = 24)29%33%25%0%4%8%27%47%17%3%0%7%Extremely wellVery wellModerately wellSlightly wellNot well at allNot ReviewedInstructional Videos2022 (n = 30) 2021 (n = 24)Results of Student Satisfaction: How well did the learning materials on Canvas facilitate your ability to participate in the online simulation942%33%17%4%4%0%50%40%7%3%0%0%Extremely wellVery wellModerately wellSlightly wellNot well at allNot ReviewedCase Descriptions2022 (n = 30) 2021 (n = 24)42%29%21%0%8%0%50%40%7%3%0%0%Extremely wellVery wellModerately wellSlightly wellNot well at allNot ReviewedRole Guides2022 (n = 30) 2021 (n = 24)Learning Growth across 2 cohorts• Knowledge: 21 question quiz shortened for 2022 cohort• Pre-post gains significant in both cohorts• Confidence: 6 item scale measuring confidence in delivering care• Pre-post gains significant in both cohorts• High reliability10Pretest Mean (SD)Posttest Mean (SD)2021 (n = 20)Knowledge 86.35% (7.66%) 89.62% (6.13%)Confidence 3.83 (0.62) 4.27 (0.42)2022 (n = 27)Knowledge 81.67% (11.38%) 87.37% (11.71%)Confidence 3.57 (0.59) 4.12 (0.80)AREAS TARGETED FOR CHANGE RELATED TO STUDENT SATISFACTION 2021->202211Preparation Specific Area/Materials2021 Student Feedback 2022 Changes and Student commentsSpecific Area/Materials:  Instructional Approaches 2 Realism 6 -Flexible Learning Model (Instructional Approaches)-Realism (Problem in virtual simulation)I think there should be cases that involve more collaboration between professions rather than just the provider/ patient/ caregiver. For example, opportunities to show how the physician, nurse, and OT collaborate to assist the patient.  Faculty interpreted problem as lack of realism since the case did not show actual application of IPEAdded 2nd Provider Role: Collaborating Pharmacist*Consider OT collaboration in home visit case for Spring 2023More specific guidelines for how a patient with dementia should behave in a long term care facility to ensure that the actor portrays the patient with the greatest sense of dignityRevised Role GuidesThe Role Guides were rated higher on the student survey for 2022AREAS TARGETED FOR CHANGE RELATED TO STUDENT SATISFACTION 2021->202212Preparation Specific Area/Materials2021 Student & Faculty Feedback 2022 Changes and Student commentsSpecific Area/Materials: Logistics/Navigation 2 Technology problems 6Navigation during simulation-It was a little difficult to navigate using the simulation while also paying attention to zoom at times (student survey) -- Provide a clearer way to get group 2 to the Second [Sim site] and/or practice with transporting students (Faculty debriefing)Problem: Students were trying to follow the Zoom screen and the 3-DVW simultaneously. Changed protocol to turn off cameras while engaging in simulation (Faculty debriefing)-Corrected error in address of 2ndsim site; provided notecards to faculty3-DVW technology problems-[3-DVW] was difficult and added complication (combination of computers not being able to handle 3-DVW and difficulty performing tasks in virtual environment-Conducted pre-check of computer technology (ability to handle the 3-DVW-Provided additional orientation and practice session prior to simulationReferences131. Schulz, R. "Welcome to the Metaverse: A Comprehensive List of Social VR/AR Platforms and Virtual WorldsLast modified July 15, 2022, https://ryanschultz.com/list-of-social-vr-virtual-worlds/2. Gordon, N. (2014). Flexible pedagogies: Technology-enhanced learning. From the report series Flexible Pedagogies:Preparing for the Future. The Higher Education Academy, January. Online athttps://www.heacademy.ac.uk/system/files/resources/tel_report_0.pdf, accessed 2 February 2019.3. Toth-Cohen, S., & Smith, A.C. (2019). Re-visioning interprofessional education. Journal of Virtual Studies, 10, 39-46. Retrieved from https://jdc.jefferson.edu/otfp/7244. Silver, S. A., Harel, Z., McQuillan, R., Weizman, A. V., Thomas, A., Chertow, G. M., ... & Chan, C. T. (2016). How to begin a quality improvement project. Clinical Journal of the American Society of Nephrology,11(5), 893-900.5. Pence, P. L. (2022). Student satisfaction and self-confidence in learning with virtual simulations. Teaching and Learning in Nursing, 17(1), 31-35.

Student Satisfaction and Quality Improvement for an Alzheimer’s Virtual Interprofessional Training (AVIT) Program

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Student Satisfaction and Quality Improvement for an Alzheimer’s Virtual Interprofessional Training (AVIT) Program

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