Background
Many learners are observers and do not directly participate in the care for a simulated patient. Immersive telepresence technology makes it possible to don virtual reality goggles, giving learners their own vantage point, making them feel present in the room.
Methods
A multisite quasi-experimental design was used to explore differences in perceived levels of presence and knowledge outcomes among three common roles in simulation and an immersive telepresence role.
Results
Learners in immersive telepresence observer roles had significantly higher presence scores than learners who observed via flat screen and projector in an audio-visual room. Immersive telepresence observer roles and active participant roles had similar scores of perceived presence. There were no significant differences in knowledge outcomes among learner roles.
Conclusions
Immersive telepresence technology offers an ability to scale simulations for larger groups and demonstrates higher levels of perceived learner engagement and presence than other observer roles.