Abstract
Introduction: The COVID-19 pandemic presented a unique set of challenges for health care education programs to prepare students to care for specialized patient populations. Lab experiences that incorporated real patients were restricted due to risk of infection. The use of simulation-based learning increased as an alternative to prepare students for the clinical setting. The purpose of this study was to examine students’ perception of holographic simulation (HS) and confidence in clinical observation skills of motor milestones in children in preparation for clinical practice before and after use of HS in the classroom
Methods: Subjects included 36 second year Doctor of Physical Therapy students enrolled in a pediatric physical therapy course. Pre- and post-course surveys were used to evaluate student confidence levels and perceptions of the use of HS in the course as well as student preference for simulation activities.
Results: Repeated measures analysis of covariance (ANCOVA) was employed to examine effects of HS while controlling online course experience as a covariate. While there were no significant changes in student beliefs, there was a statistical difference in student preference toward real patient interactions versus videos
Discussion: HS shows promise for improving students’ confidence in identifying gross motor milestones but may not be a preferred mechanism for delivery of the educational activity. Additional research is needed to further explore the use and impact of HS as compared to other modes of educational delivery.
Recommended Citation
Neely, Laurie; Tucker, Jennifer E.; Singh, Amardeep; Mort, Taylor; Fleischmann, Jeremy; and Pabian, Patrick
(2026)
"The Utilization of Holographic Simulation for Specialized Patient Populations: A Feasibility Study,"
Journal of Innovation in Health Sciences Education: Vol. 3:
Iss.
2, Article 5.
Available at:
https://soar.usa.edu/jihse/vol3/iss2/5
Approved Final Draft
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