Screen-Based Virtual Simulation in Medical Laboratory Science Education: Findings from a National Program

Efrem Violato; Brady Rose; Margaret Verkuyl; Lynda Atack

doi:10.29074/ascls.2025003320

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Table 1.

Outcomes for MLT learners and program comparisons

Outcome Area	Measure^{^a}	MLT Ratings^{^b}, (SD)	Program Differences, η²p, P
Learner satisfaction	Psychological safety	4.55 (0.75)	.012, .77
	Inclusivity	4.38 (0.85)	.023, .49
	Likelihood to recommend	4.31 (0.94)	.04, .20
Skill development	Critical thinking	4.09 (0.87)	.02, .68
	Problem-solving skill	4.11 (0.89)	.02, .58
	Time management	3.61 (1.09)	.09, .01^{^c}
	Teamwork	3.49 (1.19)	.03, .33
	Oral communication	3.57 (1.19)	.008, .9
	Written communication	3.61 (1.05)	.13, <.001Versus RT: d = .77, P = .029, diff = .67
Functionality and engagement	Mini-PXI total	40.6 (10.4)	.002, .08.Versus nursing: d = .69, P = .059, diff = 5.5
	Mini-PXI functional	4.09 (0.76)	.03, .33
	Mini-PXI psychosocial	4.11 (0.69)	.04, .13
Prebriefing and debriefing	Prebriefing	4.13 (0.89)	.03, .3
Prebriefing and debriefing	DES	4.08 (0.76)	.21, .04

↵a All scales rated on a 5-point Likert scale.
↵b = mean; η²p = partial eta squared; diff = mean difference.
↵c A significant main effect occurred, although post hoc comparisons were only significant between RT and paramedicine (d = .87; P = .01; diff = .76). No significant post hoc comparisons existed for MLT.

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Table 2.

Supporting participant quotes for each outcome area

Outcome Area	Quote
Learner satisfaction	“The VSs are now perfectly aligned with content in lab and theory. And the students are so happy because it’s a really beautiful opportunity to consolidate their learning of what they’re actually learning in lab and theory.” – Facilitator
Skill development	“When performing antibody elution in cases with a positive Direct Antiglobulin Test (DAT), I became more mindful of potential pre-analytical and technical errors.” – Student
Skill development	“It gives faculty the chance to introduce students to different concepts and work through different problems and build critical thinking skills.” – Facilitator
Functionality and engagement	“Making it really hands on….bringing the clinical environment into the classroom as much as possible.” – Student
Pre-briefing and debriefing experience	“The support I received during the simulation included opportunities to debrief with peers and instructors, which allowed me to reflect on my actions, discuss the rationale behind clinical decisions, and identify areas for improvement. This debriefing process fostered a safe space to share experiences, learn from others, and develop valuable critical thinking skills.”
Pre-briefing and debriefing experience	“I find, with our clinical instructors they have buy in, because these are their students.” – Facilitator
Repeated use and impact on clinical practice	“Students saw how some basic things that they’re learning now were going to be put together in the future.” – Facilitator
Repeated use and impact on clinical practice	“One time, a patient refused a blood draw, and I recalled back to the simulation and used what I learned there to talk to the patient.” – Student
Professional outcomes	“In our university microbiology lab we were not able to go over blood cultures even though it is a sample we are likely to receive during clinal practice. The Virtu-WIL will be my only experience with this sample going into clinical and it is extremely helpful. A lot better than just learning theory.” – Student
Professional outcomes	“It gave me a realistic outlook on what day-to-day workload is like in each discipline. It prepared me to see all the different professionals come together to work on one patient.” – Student