Virtual Dissection (Anatomy Resources)

...immersive VR was applied in small (single-person), medium (two- to four-person) and large size (five- to six-person) groups ... learning gains were present for all groups and were highest
for single-person groups, and diminished as group size increased.

Collaborative skills learning in groups of up to four did not impair skills transfer despite less hands-on time. This may be explained by a compensatory shift towards constructive and interactive learning activities that outweigh the effect of shorter hands-on time.

There is very little research assessing the size of clinical learning groups in medical education and how that affects the learner’s experience. Rezmer and colleagues have demonstrated there is no difference in the medical students’ experiences during a resuscitation simulation learning module with groups ranging in size from two, three, or four.
There were significant differences in students’
perceived clinical experiences as a function of group size, where groups of two students were preferable over groups of four or more.

unexpectedly, the low-fidelity group had significantly better results in several sub-items. Irrespective of the findings, participants of the high-fidelity group considered themselves to be advantaged, solely based on their group allocation, compared with those in the low-fidelity group, at both pre- and post-self-assessments. Self-rated confidence regarding their individual performance was also significantly overrated.

An unexpected finding was students' inability to measure vital signs manually. CONCLUSION: Simulation as a teaching strategy contributes to students' learning. Education providers and clinicians need to recognise that overuse of automated equipment may potentially de-skill future generations of nurses.

Use of a manikin in simulated patient case discussion significantly improves students' clinical reasoning skills, as measured by a 64-question script concordance test

Students prefer learning from the simulation before bedside teaching
and propose to include simulation into the curricular teaching of pain medicine.

Advantages of this approach include that all students experience a given situation, unlike in traditional placements where workloads, variety and engagement vary...