Student Perspectives of Mixed-Reality Simulation for Knowledge Application
Location
Issues in Teacher Education (Session 1 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Students in clinical training programs may have very few opportunities to participate in clinical experiences that involve informational interviewing and interacting with families, professionals, and clients prior to their first clinical experience. Interpersonal communication is a very important part of establishing client-clinician relationships. However, providing high-quality professional development opportunities for students in a safe learning environment is an ongoing conundrum in clinical training programs. The availability of learning environments has been greatly expanded through innovations in instructional technology. Previous studies suggest that professional development with sophisticated student avatars in virtual environments improves participants’ practices, social relationships, and behaviors (Carrington, Kervin, & Ferry, 2011; De Jong, Lane, & Sharp, 2012; Kaufman, 2016). In mixed-reality simulations, a controlled environment can be partnered with constructive feedback that allows students and graduate clinicians to improve their skills and think critically about complex scenarios (Cumo, Kress, & Lewental, 2009). This session will provide an introduction to mixed reality simulation aimed at supporting undergraduate students learning. The focus of the session is to encourage educators to identify and reflect on virtual learning opportunities for developing clinical and practical skills of students.
Keywords
Simulation, Clinical Education, Virtual Learning
Professional Bio
Twyla Perryman, PhD, is an Assistant Professor of Communication Sciences and Disorders at the University of West Georgia. Her primary research interests include early diagnosis and intervention services for children with developmental disabilities, including Autism Spectrum Disorders (ASD). She holds a Certificate of Clinical Competence and is certified for ASD screening and reliable for ASD assessment in research settings. She has published and presented on Early Diagnosis and Intervention in ASD. Her clinical experience includes schools, early intervention, inpatient rehabilitation, and acute care services in medical settings.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Perryman, Twyla; Morris, Chelsea; and Sandefur, Carlie, "Student Perspectives of Mixed-Reality Simulation for Knowledge Application" (2020). Georgia Educational Research Association Conference. 16.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/16
Student Perspectives of Mixed-Reality Simulation for Knowledge Application
Issues in Teacher Education (Session 1 Breakouts)
Students in clinical training programs may have very few opportunities to participate in clinical experiences that involve informational interviewing and interacting with families, professionals, and clients prior to their first clinical experience. Interpersonal communication is a very important part of establishing client-clinician relationships. However, providing high-quality professional development opportunities for students in a safe learning environment is an ongoing conundrum in clinical training programs. The availability of learning environments has been greatly expanded through innovations in instructional technology. Previous studies suggest that professional development with sophisticated student avatars in virtual environments improves participants’ practices, social relationships, and behaviors (Carrington, Kervin, & Ferry, 2011; De Jong, Lane, & Sharp, 2012; Kaufman, 2016). In mixed-reality simulations, a controlled environment can be partnered with constructive feedback that allows students and graduate clinicians to improve their skills and think critically about complex scenarios (Cumo, Kress, & Lewental, 2009). This session will provide an introduction to mixed reality simulation aimed at supporting undergraduate students learning. The focus of the session is to encourage educators to identify and reflect on virtual learning opportunities for developing clinical and practical skills of students.
