A Virtual Laboratory Ecosystem in Medical Education: Effectiveness of Simulations Made by Instructor

Theory: The technological revolution has profoundly changed our lives. Learning has also been affected by the significant advances in technology, leading human society to a place where distance learning would become inevitable. One of the many tools facilitating distance learning is virtual laboratories that use simulations for educational purposes and turn theoretical knowledge into practical skills. Virtual laboratories can break down the barriers of time and place for skill acquisition among learners. They offer access to laboratories or clinical equipment at a lower cost.

Hypotheses: This study aimed to set up a digital ecosystem (VirtuLab) where instructors can create customized interactive simulators for medical students. We hypothesized that VirtuLab can motivate students and help them improve technical skills through steps.

Methods: To compare the traditional teaching method (physical testing and working with real-life devices) and the virtual method (using a simulator), we initially created a graphic, virtual environment with the help of computer software and programming languages. We defined a simulated device that can help medical students (interns and externs) learn four different defibrillator applications (AED MODE, CARDIOVERSION, DC SHOCK, and PACEMAKER) virtually. After completing the virtual experiment, participants were invited to provide feedback for better performance. Then, using a questionnaire, users' opinions and scores were collected, and statistical comparisons were performed to determine the effectiveness of the virtual laboratory.

Results: Our findings showed that the time spent on each step, the total number of clicks, and the number of mistakes (failed clicks) had decreased significantly from the initial steps to the last one. The feedback obtained from the learners showed that VirtuLab has made the educational content understandable and tangible for 93% of them. Also, 87% of participants expressed their satisfaction with the simulator and found it motivating.

Conclusion: The times recorded by users during the steps indicated that with the help of a virtual simulator, learners' time and mistakes were significantly reduced through steps. With VirtuLab, it was possible to repeatedly learn and test different options without additional cost and improve practical skills in a series of steps. Besides, it was an appealing environment to up motivation, confidence, and effective learning in users.