Developing and implementing an interactive immersive 360-degree video simulation, a form of immersive reality, to prepare students for emotionally challenging clinical experiences

TitleDeveloping and implementing an interactive immersive 360-degree video simulation, a form of immersive reality, to prepare students for emotionally challenging clinical experiences
Faculty/College/UnitMedicine
StatusActive
Duration1 Year
Initiation04/01/2018
Funding Details
Year 1: Project YearYear 1
Year 1: Funding Year2018/2019
Year 1: Project TypeSmall TLEF
Year 1: Principal InvestigatorGurdeep Parhar
Year 1: Funded Amount49,994
Year 1: Team Members

Gurdeep Parhar, Executive Associate Dean, Clinical Partnerships and Professionalism, Dean's Office, Faculty of Medicine
Allison Campbell, Instructor / Interim Program Lead, Midwifery Program
Donna Drynan, Senior Instructor, Occupational Science and Occupational Therapy
Bernie Garrett, Associate Professor, School of Nursing
Patricia Gerber, Associate Professor, Director, Graduate Doctor of Pharmacy Program
Cheryl Holmes, Associate Dean, Undergraduate Medical Education
Janette McMillan, Associate Dean, MD Undergraduate Program
Sue Murphy, Head, Physical Therapy
Joseph Anthony, Health Professions Education Coordinator, Faculty of Medicine
Susan Luong, Student
Michael Carr, Student

Year 1: Summary

Promoting student mental health, wellness, and resiliency has become an increasingly important goal of UBC health professional programs. Developing emotional resilience is a necessary component of all health professions’ curricula to better prepare students for the emotionally challenging situations that arise in clinical practice. This project aims to promote emotional resilience in students from six different UBC health professional training programs by exposing them, in a safe and controlled environment, to clinical situations commonly understood to be emotionally challenging when first encountered (e.g: death of a patient). In this project we will develop four 360-degree video simulations (a type of immersive reality) accompanied by a debriefing guide to help students integrate their experience post-simulation. As a powerful, immersive medium 360-degree videos will be used to create an environment that is perceived as more “real” than a traditional video. The students will have a strong and authentic emotional response to the simulation, better preparing them to manage the inevitable emotionally challenging situations encountered in clinical practice.