RT Journal Article
SR Electronic
T1 Screen-Based Virtual Simulation in Medical Laboratory Science Education: Findings from a National Program
JF American Society for Clinical Laboratory Science
JO Clin Lab Sci
FD American Society of Chemistry and Laboratory Science
SP 68
OP 74
DO 10.29074/ascls.2025003320
VO 38
IS 1
A1 Violato, Efrem
A1 Rose, Brady
A1 Verkuyl, Margaret
A1 Atack, Lynda
YR 2025
UL http://hwmaint.clsjournal.ascls.org/content/38/1/68.abstract
AB Curricular limitations on clinical placements in medical laboratory technology (MLT) education have increased interest in health care simulation, particularly virtual simulation (VS). This study explored learner experience, perceived learning, and readiness for clinical application among MLT students through an end-of-course survey in a work-integrated learning program across 8 Canadian institutions (N = 145, 2023-2024). Using a mixed-methods design, measures included satisfaction, psychological safety, inclusivity, skill development, engagement, usability, and debriefing quality, supplemented by open-ended comments and interviews. Students reported high satisfaction (87.9%), strong psychological safety ( = 4.55; SD = 0.75), and inclusivity ( = 4.38; SD = 0.85). High engagement and usability scores indicated effective functionality and positive debriefing experiences. Perceived learning gains were greatest for critical thinking and problem solving, with smaller improvements in communication and teamwork; cross-program differences were minimal and nonsignificant. Qualitative data highlighted VS as a valuable, low-risk environment enabling repetition, feedback, and knowledge application. Students with repeated VS exposure reported deeper learning and increased confidence. Overall, VS was associated with favorable learner experiences, enhanced perceived learning, and greater self-reported readiness for clinical practice. Findings support its use as an effective adjunct and potential partial substitute for traditional clinical placements in MLT education.