The lived experience of geographically separated healthcare students practicing interprofessional teamwork in a synchronous virtual world simulation.

Abstract

3-D virtual world (VW) simulations are one example of an emerging technology in healthcare education where distance or blended learning students can participate together and practice the necessary teamwork skills that they require for the real world prior to graduation. The purpose of this transcendental phenomenological study was to describe the essence and meaning of the lived experiences of geographically separated healthcare students from two post-secondary institutions when exposed to the instructional strategy of a synchronous VW simulation for the purpose of learning and practicing IP teamwork. Not understanding the overall experience of primary stakeholders such as the students themselves with the use of VW simulations for the purpose of practicing IP teamwork may result in poor uptake and negative learning outcomes. Four overarching themes along with several sub-themes emerged from the data analysis, including Curricular Integration Considerations, Orientation and Preparation Requirements, VW Technology…Capabilities and Constraints for IP Teamwork Practice, and Achievement of Positive IP Teamwork Learning and Practice.