Workshop Presentation


Workshop 20: Virtual Reality simulators for skills training: using them to the max

Wednesday, May 16
15:15 - 16:45
Location: Universe 1

Course Goal or Outcome: : Overall goal and outcomes: To facilitate participants to be able to design a VR simulator-based educational opportunity to optimize participant learning.

Virtual Reality (VR) Simulators are simulated environments in which users interact with specialized software providing visual, auditory and tactile feedback. This training is advocated because: the environment has similarities to real life, and it promotes both self-guided learning and assessment driven learning.
Approaches in simulation such as “Mastery learning” or “Deliberate practice” have been advocated for their effectiveness; at the core of both, is the end performance that is key.
During this workshop, facilitators discuss both models of “Mastery” and “Deliberate Practice” and ask participants to apply these features to create a VR simulator-training model that incorporates both.

VR simulators are advocated for self-guided learning.During this workshop, facilitators encourage participants to shift from thinking that self-regulated learning is learning alone to thinking of self- regulated learning as a shared responsibility between trainee and instructional design (designed support for future learning).

Learning curves represent the rate at which trainees acquire a skill. VR simulator features of automatically scoring the performance at the end of each trial makes it possible to plot an individual learning curve. Unlike other forms of assessment that tell whether learning has been achieved, learning curves illustrate the trajectory. During this workshop, facilitators ask participants to analyze individual learning curves and how to use that information to support and motivate individual trainees.

Learning Objectives: : Describe use of Virtual Reality Simulators to support a “Mastery” or “Deliberate Practice” model of training.

Distinguish effective use of VR simulators for self-regulated learning

Analyze individual Learning Curves to support individualized training

Intended Audience: : Simulation Curriculum Directors

Relevance to the Conference: : Authors describe how the VR simulators can be used to promote learning and transfer at the bedside

Workshop Timeline: : Expected timeline:
How to use VR simulators for “Mastery” and “Deliberate Practice” training. 30 min
Use of VR simulators to support self-regulated Learning: 20 min
Analyze individual learning curves and support trainee to maximize the benefit of VR simulator: 30 min
Summary and evaluation: 10 min

Briseida Mema, Assistant professor, University of Toronto, Toronto, Canada

Staff Physician
Critical Care Medicine Department
Toronto, Ontario, Canada


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Elaine Gilfoyle, Assistant professor

Department of Pediatrics
Calgary, Alberta, Canada

Elaine Gilfoyle, MD, MMEd, FRCPC, assistant professor at the University of Calgary is a pediatric intensivist and education researcher. She has been studying teamwork during pediatric resuscitation for a number of years, including the effectiveness of teamwork training on adherence to resuscitation guidelines. She is a member of ILCOR's Education Implementation and Teams Task Force and the chair of the Royal College of Physician and Surgeon of Canada's Critical Care Medicine Examination Board.


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Vannessa M. Chin, M.B.,B.S., Assistant Professor, University of Toronto

Paediatric Cardiac Anaesthetist
The Hospital for Sick Children
Toronto, Ontario, Canada


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Anne Kawamura, Assistant Professor

Staff Physician
University of Toronto


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Workshop 20: Virtual Reality simulators for skills training: using them to the max

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