Second-year medical students improve their intercultural and interprofessional communication performance between first and second run-throughs of MPathic-VR scenarios¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3 · i3 large
Currency · newest study 2017 · checked against its sources 2026-10-18 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i3 Scores decreased significantly from first to second run-through of the intercultural scenario (η2 = 0.45), reflecting improved communication performance. → Kron Frederick W. MD 2017 q3 i3 Scores decreased significantly from first to second run-through of the interprofessional scenario (η2 = 0.36), reflecting improved communication performance. → Kron Frederick W. MD 2017 (2)

Evidence¶

Kron Frederick W. MD 2017¶

Kron Frederick W. MD, Fetters Michael D. MD, MPH, MA, Scerbo Mark W. PhD, White Casey B. PhD, Lypson Monica L. MD, MHPE, FACP, Padilla Miguel A. PhD, Gliva-McConvey Gayle A., Belfore Lee A. II PhD, West Temple MPA, Wallace Amelia M. BM, Guetterman Timothy C. PhD, Schleicher Lauren S. MA, Kennedy Rebecca A. MS, Mangrulkar Rajesh S. MD, Cleary James F. MD, Marsella Stacy C. PhD, Becker Daniel M. MD. (2017). Using a computer simulation for teaching communication skills: A blinded multisite mixed methods randomized controlled trial. Patient Education and Counseling. https://doi.org/10.1016/j.pec.2016.10.024

q3 · i3 · causal · r3

Repeated-measures ANOVA on MPathic-VR scenario scores in the multisite RCT (lower score = better performance). Scores fell from "the first run-through (M=11.67, SD=6.26) to the second run-through (M=5.89, SD=5.12)" with η2 = 0.45.

"For the intercultural communication scenario, scores decreased significantly from the first run-through (M=11.67, SD=6.26) to the second run-through (M=5.89, SD=5.12), F(1,207) = 166.14, p <.0001, η2 = 0.45."

Kron Frederick W. MD 2017 (2)¶

Kron Frederick W. MD, Fetters Michael D. MD, MPH, MA, Scerbo Mark W. PhD, White Casey B. PhD, Lypson Monica L. MD, MHPE, FACP, Padilla Miguel A. PhD, Gliva-McConvey Gayle A., Belfore Lee A. II PhD, West Temple MPA, Wallace Amelia M. BM, Guetterman Timothy C. PhD, Schleicher Lauren S. MA, Kennedy Rebecca A. MS, Mangrulkar Rajesh S. MD, Cleary James F. MD, Marsella Stacy C. PhD, Becker Daniel M. MD. (2017). Using a computer simulation for teaching communication skills: A blinded multisite mixed methods randomized controlled trial. Patient Education and Counseling. https://doi.org/10.1016/j.pec.2016.10.024

q3 · i3 · causal · r3

Repeated-measures ANOVA on the interprofessional scenario in the same trial. Scores decreased significantly from first to second run-through, with η2 = 0.36; the authors state students "successfully learned how to improve their communication skills" in both scenarios.

"For the interprofessional communication scenario, scores decreased significantly from the first run-through (M=7.59, SD=3.96) to the second run-through (M=4.62, SD=2.54), F(1,207) = 104.64, p <0.0001, η2 = 0.36."

Discussion¶

Related Claims¶

• Qualitative reflections indicate MPathic-VR students valued immediate feedback, nonverbal skill teaching, and preparation for emotion-charged encounters, while CBL students reported lack of interactivity and information overload — related
• MPathic-VR-trained students achieve significantly higher composite scores than computer-based learning students on a subsequent advanced communication OSCE, several days later — related
• Students trained with MPathic-VR report significantly more positive attitudes toward their learning experience than computer-based learning students — related
• MPathic-VR training produces a significant advantage on the OSCE nonverbal communication scale, suggesting particular value for acquiring nonverbal skills — related
• VR-based training received significantly higher ratings for learning satisfaction and self-evaluation than conventional training — related
• Conventional training received significantly higher ratings for perceived realism and immersion than VR-based training (r=0.774) — related