par Foucart, Jennifer 
;Etenaille, Maxime ;Junod-Perron, Noelle
Référence PEC Innovation, page (100442)
Publication Publié, 2025-10-01
;Etenaille, Maxime ;Junod-Perron, NoelleRéférence PEC Innovation, page (100442)
Publication Publié, 2025-10-01
Article révisé par les pairs
| Résumé : | Objective: This study aims to develop and evaluate an Immersive Learning (IL) to enhance healthcare communication skills training. Methods: The IL consisted of a digital tool using a branching scenario model for six clinical themes with feedback provided to students at each critical point. A pre-post-trial design was conducted comparing the IL program against traditional role-playing exercises at Brussels University. Third year physiotherapy students were randomly assigned to an experimental IL group or a control group. Outcomes measures included students' self-perceived communication skills, satisfaction with the IL as well as its usability. Statistical analyses included Wilcoxon tests for skill progression. Results: The IL group showed significantly improved self-perceived communication skills compared to the control group (p ≤0.001). Students considered IL program to be highly usable (satisfaction = 82) and strongly recommended its use (NP score = 63.83). Conclusion: The IL program enhanced students' self-perceived communication skills, offering a supportive, engaging, and safe learning environment. IL is a valuable complement to traditional methods in healthcare education. Innovation: This study introduces an innovative IL tool that provides personalized, interactive, and scenario-based learning, fostering autonomy and skill development in a low-pressure environment. |
