Evaluation of Virtual Reality High-Fidelity Adult Mannequin-based Simulation of Real-Life Clinical Scenarios in Teaching Clinical Pharmacology to Medical Students

• Published in: Journal of pharmacology & pharmacotherapeutics Vol. 14; no. 1; pp. 25 - 34
• Main Authors: Gudadappanavar, Anupama M., Hombal, Prashant, Benni, Jyoti M., Patel, Sachin, Tubaki, Basavaraj R.
• Format: Journal Article
• Language: English
• Published: New Delhi, India SAGE Publications 01-03-2023; Sage Publications Ltd
• Subjects: Feedback; Medical students; Pharmacology; Teaching; Virtual reality; CBME; Pharmacology; High fidelity mannequin; Simulation; Virtual reality
• ISSN: 0976-500X; 0976-5018
• DOI: 10.1177/0976500X231159456

Background
Presently, competency-based medical (CBME) curriculum challenges the medical educators to provide continuing education with new approaches to make learning more stimulating, motivating, and entertaining, fostering excellence in clinical practice. To address these issues, educators have advocated the use of virtual reality and mannequins to teach clinical pharmacology.
Objectives
To study the effect, perception, and feedback of virtual reality high-fidelity adult mannequin-based (VHFM) simulation of real-life clinical scenarios over conventional tutorials in teaching clinical pharmacology to medical students.
Material and Methods
An interventional study was designed for 2nd year MBBS students for a period of 6 months. The enrolled students were randomly assigned to the test group (VHFM) or control group (tutorials). The CAE Healthcare Ltd. maestro, high-fidelity prehospital mannequin (APOLLO) was used in the test group. Three sessions consisting of six different cases were discussed, and multiple-choice questions (MCQs)-based pre-test, post–test, and retest after a month were conducted in both groups and compared. The perception and feedback of faculty and students were obtained by using a modified and revalidated questionnaire.
Results
The test group outperformed the control group (p <.001) in all sessions based on pre-test, post-test, and retest scores, and within-group comparisons revealed significant improvements in both groups. Students’ perceptions and feedback regarding VHFM were more enthusiastic and promising than in the tutorial group.
Conclusions
VHFM is student-centered, provides an active learning environment, and aids in skill development. We strongly suggest VHFM-based learning as a complement to traditional teaching strategies in pharmacology, especially for teaching clinical reasoning to medical students.