Self-guided versus facilitator-guided debriefing in immersive virtual reality simulation: Protocol for a randomized controlled non-inferiority trial assessing teamwork skills in medical students

Simulation-based medical education has been shown to be more effective but also logistically demanding and costly compared to other educational strategies in developing medical skills. Immersive virtual reality is an emerging technology enabling learners to train without a facilitator through comput...

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Vydané v:	PloS one Ročník 20; číslo 9; s. e0332309
Hlavní autori:	Sohlin, Amalie Middelboe, Poulsen, Anja, Hoffmann, Ida Madeline, Gjærde, Line Klingen, Lund, Stine, Overbeck, Gritt, Paulsen, Lone, Chang, Todd P., Lee, Joy Yeonjoo, Sørensen, Jette Led, Kjærgaard, Jesper
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	United States Public Library of Science 12.09.2025 Public Library of Science (PLoS)
Predmet:	Clinical Competence Clustering Cognitive load Computer applications Data analysis Data collection Education Education, Medical - methods Educational aspects Equivalence Trials as Topic Evaluation Female Health care teams Hospitals Humans Immersive virtual reality Male Management Mannequins Medical education Medical personnel Medical students Motivation Patient Care Team Pediatric emergencies Pediatrics Pilot projects Simulation Simulation Training - methods Single-Blind Method Skills Students Students, Medical Teams Teamwork Technology application Training Usability Virtual Reality Virtual worlds Workloads Denmark
ISSN:	1932-6203, 1932-6203
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Abstract	Simulation-based medical education has been shown to be more effective but also logistically demanding and costly compared to other educational strategies in developing medical skills. Immersive virtual reality is an emerging technology enabling learners to train without a facilitator through computer-generated feedback, offering the potential for increased flexibility in the timing and location of the training and reduced costs. However, little is known about whether immersive virtual reality simulation yields similar results with and without a facilitator. The aim of this study is to compare the effects of self-guided compared to facilitator-guided debriefing for immersive virtual reality simulation-based pediatric emergency team training. We will conduct a randomized, controlled, single-blinded non-inferiority study with a parallel group, pretest-post-test design. 88 medical students (44 teams) will be randomized to undergo immersive virtual reality simulation-based pediatric emergency team training with either self-guided or facilitator-guided debriefing. We will assess the teams before and after the virtual reality intervention in a mannequin-based simulation. The mannequin-based simulation will be videorecorded, and two independent raters, blinded to group allocation, will assess the recordings using validated scales measuring teamwork skills (primary outcome), ABCDE adherence, and time to critical actions. We will further collect data on perceptions of debriefing quality, motivation, workload, usability, and cybersickness. To account for repeated measures and clustering within teams, we will apply a linear mixed model for data analysis. This study aims to provide insight into the effects of self-guided versus facilitator-guided debriefing in immersive virtual reality simulation, with implications for the future development and implementation of immersive virtual reality simulation in medical education. We have registered the trial on ClinicalTrials.gov (identifier: NCT06956833).
AbstractList	Simulation-based medical education has been shown to be more effective but also logistically demanding and costly compared to other educational strategies in developing medical skills. Immersive virtual reality is an emerging technology enabling learners to train without a facilitator through computer-generated feedback, offering the potential for increased flexibility in the timing and location of the training and reduced costs. However, little is known about whether immersive virtual reality simulation yields similar results with and without a facilitator. The aim of this study is to compare the effects of self-guided compared to facilitator-guided debriefing for immersive virtual reality simulation-based pediatric emergency team training. We will conduct a randomized, controlled, single-blinded non-inferiority study with a parallel group, pretest-post-test design. 88 medical students (44 teams) will be randomized to undergo immersive virtual reality simulation-based pediatric emergency team training with either self-guided or facilitator-guided debriefing. We will assess the teams before and after the virtual reality intervention in a mannequin-based simulation. The mannequin-based simulation will be videorecorded, and two independent raters, blinded to group allocation, will assess the recordings using validated scales measuring teamwork skills (primary outcome), ABCDE adherence, and time to critical actions. We will further collect data on perceptions of debriefing quality, motivation, workload, usability, and cybersickness. To account for repeated measures and clustering within teams, we will apply a linear mixed model for data analysis. This study aims to provide insight into the effects of self-guided versus facilitator-guided debriefing in immersive virtual reality simulation, with implications for the future development and implementation of immersive virtual reality simulation in medical education. We have registered the trial on ClinicalTrials.gov (identifier: NCT06956833). Simulation-based medical education has been shown to be more effective but also logistically demanding and costly compared to other educational strategies in developing medical skills. Immersive virtual reality is an emerging technology enabling learners to train without a facilitator through computer-generated feedback, offering the potential for increased flexibility in the timing and location of the training and reduced costs. However, little is known about whether immersive virtual reality simulation yields similar results with and without a facilitator. The aim of this study is to compare the effects of self-guided compared to facilitator-guided debriefing for immersive virtual reality simulation-based pediatric emergency team training. We will conduct a randomized, controlled, single-blinded non-inferiority study with a parallel group, pretest-post-test design. 88 medical students (44 teams) will be randomized to undergo immersive virtual reality simulation-based pediatric emergency team training with either self-guided or facilitator-guided debriefing. We will assess the teams before and after the virtual reality intervention in a mannequin-based simulation. The mannequin-based simulation will be videorecorded, and two independent raters, blinded to group allocation, will assess the recordings using validated scales measuring teamwork skills (primary outcome), ABCDE adherence, and time to critical actions. We will further collect data on perceptions of debriefing quality, motivation, workload, usability, and cybersickness. To account for repeated measures and clustering within teams, we will apply a linear mixed model for data analysis. This study aims to provide insight into the effects of self-guided versus facilitator-guided debriefing in immersive virtual reality simulation, with implications for the future development and implementation of immersive virtual reality simulation in medical education. We have registered the trial on ClinicalTrials.gov (identifier: NCT06956833).Simulation-based medical education has been shown to be more effective but also logistically demanding and costly compared to other educational strategies in developing medical skills. Immersive virtual reality is an emerging technology enabling learners to train without a facilitator through computer-generated feedback, offering the potential for increased flexibility in the timing and location of the training and reduced costs. However, little is known about whether immersive virtual reality simulation yields similar results with and without a facilitator. The aim of this study is to compare the effects of self-guided compared to facilitator-guided debriefing for immersive virtual reality simulation-based pediatric emergency team training. We will conduct a randomized, controlled, single-blinded non-inferiority study with a parallel group, pretest-post-test design. 88 medical students (44 teams) will be randomized to undergo immersive virtual reality simulation-based pediatric emergency team training with either self-guided or facilitator-guided debriefing. We will assess the teams before and after the virtual reality intervention in a mannequin-based simulation. The mannequin-based simulation will be videorecorded, and two independent raters, blinded to group allocation, will assess the recordings using validated scales measuring teamwork skills (primary outcome), ABCDE adherence, and time to critical actions. We will further collect data on perceptions of debriefing quality, motivation, workload, usability, and cybersickness. To account for repeated measures and clustering within teams, we will apply a linear mixed model for data analysis. This study aims to provide insight into the effects of self-guided versus facilitator-guided debriefing in immersive virtual reality simulation, with implications for the future development and implementation of immersive virtual reality simulation in medical education. We have registered the trial on ClinicalTrials.gov (identifier: NCT06956833). Simulation-based medical education has been shown to be more effective but also logistically demanding and costly compared to other educational strategies in developing medical skills. Immersive virtual reality is an emerging technology enabling learners to train without a facilitator through computer-generated feedback, offering the potential for increased flexibility in the timing and location of the training and reduced costs. However, little is known about whether immersive virtual reality simulation yields similar results with and without a facilitator. The aim of this study is to compare the effects of self-guided compared to facilitator-guided debriefing for immersive virtual reality simulation-based pediatric emergency team training. We will conduct a randomized, controlled, single-blinded non-inferiority study with a parallel group, pretest-post-test design. 88 medical students (44 teams) will be randomized to undergo immersive virtual reality simulation-based pediatric emergency team training with either self-guided or facilitator-guided debriefing. We will assess the teams before and after the virtual reality intervention in a mannequin-based simulation. The mannequin-based simulation will be videorecorded, and two independent raters, blinded to group allocation, will assess the recordings using validated scales measuring teamwork skills (primary outcome), ABCDE adherence, and time to critical actions. We will further collect data on perceptions of debriefing quality, motivation, workload, usability, and cybersickness. To account for repeated measures and clustering within teams, we will apply a linear mixed model for data analysis. This study aims to provide insight into the effects of self-guided versus facilitator-guided debriefing in immersive virtual reality simulation, with implications for the future development and implementation of immersive virtual reality simulation in medical education.We have registered the trial on ClinicalTrials.gov (identifier: NCT06956833). Simulation-based medical education has been shown to be more effective but also logistically demanding and costly compared to other educational strategies in developing medical skills. Immersive virtual reality is an emerging technology enabling learners to train without a facilitator through computer-generated feedback, offering the potential for increased flexibility in the timing and location of the training and reduced costs. However, little is known about whether immersive virtual reality simulation yields similar results with and without a facilitator. The aim of this study is to compare the effects of self-guided compared to facilitator-guided debriefing for immersive virtual reality simulation-based pediatric emergency team training. We will conduct a randomized, controlled, single-blinded non-inferiority study with a parallel group, pretest-post-test design. 88 medical students (44 teams) will be randomized to undergo immersive virtual reality simulation-based pediatric emergency team training with either self-guided or facilitator-guided debriefing. We will assess the teams before and after the virtual reality intervention in a mannequin-based simulation. The mannequin-based simulation will be videorecorded, and two independent raters, blinded to group allocation, will assess the recordings using validated scales measuring teamwork skills (primary outcome), ABCDE adherence, and time to critical actions. We will further collect data on perceptions of debriefing quality, motivation, workload, usability, and cybersickness. To account for repeated measures and clustering within teams, we will apply a linear mixed model for data analysis. This study aims to provide insight into the effects of self-guided versus facilitator-guided debriefing in immersive virtual reality simulation, with implications for the future development and implementation of immersive virtual reality simulation in medical education.
Audience	Academic
Author	Paulsen, Lone Kjærgaard, Jesper Sohlin, Amalie Middelboe Lund, Stine Overbeck, Gritt Gjærde, Line Klingen Sørensen, Jette Led Hoffmann, Ida Madeline Poulsen, Anja Lee, Joy Yeonjoo Chang, Todd P.
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BackLink	https://www.ncbi.nlm.nih.gov/pubmed/40938855$$D View this record in MEDLINE/PubMed
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Copyright	Copyright: © 2025 Sohlin et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. COPYRIGHT 2025 Public Library of Science 2025 Sohlin et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 2025 Sohlin et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
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SubjectTerms	Clinical Competence Clustering Cognitive load Computer applications Data analysis Data collection Education Education, Medical - methods Educational aspects Equivalence Trials as Topic Evaluation Female Health care teams Hospitals Humans Immersive virtual reality Male Management Mannequins Medical education Medical personnel Medical students Motivation Patient Care Team Pediatric emergencies Pediatrics Pilot projects Simulation Simulation Training - methods Single-Blind Method Skills Students Students, Medical Teams Teamwork Technology application Training Usability Virtual Reality Virtual worlds Workloads
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Title	Self-guided versus facilitator-guided debriefing in immersive virtual reality simulation: Protocol for a randomized controlled non-inferiority trial assessing teamwork skills in medical students
URI	https://www.ncbi.nlm.nih.gov/pubmed/40938855 https://www.proquest.com/docview/3250087038 https://www.proquest.com/docview/3250116273 https://doaj.org/article/e82b0bd529924fdfa304f8eef6b76c69 http://dx.doi.org/10.1371/journal.pone.0332309
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