Our Projects

This study examines students’, educators’, and SPs’ experiences and perceptions of working with simulated person methodology within teaching-learning contexts across professional disciplines and among different groups of students. We evaluated SPM’s impact on students’ learning and explore its application within higher education milieus in order to better understand how it may contribute to the development of professional skills and preparation for employment and extend the use of SPM beyond health care into a variety of disciplines, including social work, education, law and information science. 

Funded By:

Insight Development Grant – Social Sciences & Humanities Research Council, 2018

The purpose of this study is to explore novel ways to use Virtual Reality (VR) to reduce resident responsive behaviours and maintain a healthy workforce, which has become a priority for The Perley and Rideau Veterans’ Health Centre (Perley Rideau) as well as for the province of Ontario.

FUNDED BY:

SPARK Grant – Centre for Aging and Brain Health Innovation (CABHI), 2018

Continue reading “VR2 – Virtual Reality for Veteran Relaxation at Perley Rideau Veterans Health Centre, Ottawa” →

This will be an open randomized-controlled trial conducted over a 15-month period at MGH with a target total recruitment of 200 participants (the treatment arm plus the control arm). During their hospital stay, recruited patients will participate in one or more sessions of immersive VR-experience (VR-therapy sessions) for up to 20 minutes, every 24-72h of their stay. The mixed-methods design includes collection of quantitative physiological markers (blood pressure, HR, BG), qualitative observations, QoL questionnaire scores, and pre/post VR-session semi-structured interviews. Demographics, diagnoses, use of sedative medication, and factors related to participants’ hospital care experience will be collected by the research team from the hospital’s electronic patient medical records. Episodes of vertigo, dizziness, nausea, agitation, hallucinations, delusions, paranoia, neck pain, headaches, occurring during the hospital stay will be collected and recorded by the research team.

​If successful, VRx could become standard of care for individuals with cognitive and physical impairment, representing a less costly, safer, and more ethically acceptable therapy that can reduce the need for sedatives and antidepressants, and improve patient and caregiver quality of life.

FUNDED BY:

SPARK Grant – Centre for Aging and Brain Health Innovation (CABHI), 2018

Continue reading “VRCT – Virtual Reality Randomized Controlled Trial at Michael Garron Hospital, Toronto” →

Older adults living in long term care, rehabilitation hospitals, and seniors’ residences often experience reduced mobility, sometimes resulting in confinement indoors and isolation, which can introduce or aggravate symptoms of depression, anxiety, loneliness, and apathy. As Virtual Reality (VR) technologies become increasingly accessible and affordable, there is a unique opportunity to enable older adults to escape their restricted physical realities and be transported to both stimulating and calming places which may improve their general well-being. To date no robust evaluations of the use of immersive VR therapy [experienced through a head-mounted-display (HMD)] for older adults within these settings have been reported. VR-therapy may prove to be a safe, inexpensive, non-pharmacological means of managing depressive symptoms and providing engagement and enjoyment to this rapidly growing demographic.

This study will establish whether it is feasible to use immersive VR technology as therapy for older adults who have reduced sensory, mobility and/or impaired cognition. This includes evaluation of tolerability, comfort, and ease of use of the HMD, and of the potential for immersive VR to provide enjoyment/relaxation and reduce anxiety and depressive symptoms.

FUNDED BY:

SPARK Grant – Centre for Aging and Brain Health Innovation (CABHI), 2017

Continue reading “VR Therapy Feasibility Study – Multi-site Toronto” →

This project explored embedding simulated person (SP) methodology aligned with gender identity, discrimination and human rights. Strategies such as recognizing a human rights issues, demonstrating active listening, and communicating empathy were brought to life during these in-class simulations. This project provided opportunities for students to process their reactions and practice in a guided environment.

Funded By:

Opportunity Grant – Social Sciences & Humanities Research Council, 2017

The dementia epidemic in Canada continues to affect families across the nation and, over the next 20 years, is expected to increase further. Current support for persons living with dementia (PLWD) relies on long-term care and local service centres, which can be difficult for marginalized caregivers to access. Caregiver education is paramount in ensuring quality of life and safety for PLWD. To address this need, a team of researchers developed a first-person, online eGame, SafeHome that teaches safety strategies by having players identify and rectify potential hazards in the home setting.

Funded By:

Digital Inclusion Grant – eCampus Ontario, 2017

Continue reading “Beyond Words… and Towards Digital Accessibility: SafeHome App to Promote Safe Environments for Persons Living with Dementia” →

This project explores the design and refinement of instructional videos using randomized controlled trials methodology.  The “Sim Beyond Walls” website was designed to provide a virtual network that harnesses the power of online and social media technology to deepen student learning.

Funded by:

Academic Innovation Fund – York University, 2017

Continue reading “The Next Wave of Experiential Education: A Video Module With Embedded Quizzes” →

Combined with the changing curriculum needs in nursing education today, a core course in the undergraduate program of an Ontario university was designed through implementation of a flipped-classroom format; experiential teaching/learning approaches were integrated to provide a greater opportunity for application of clinical judgment. The flipped-classroom format included prerecorded lecture modules, online forums and quizzes, unfolding-case studies, a classroom student-response system, and lab activities. Outcomes and recommendations are provided on the basis of this implementation.

Funded By:

Academic Innovation Fund, York University, 2016

Continue reading “Flipping the Classroom: An Approach to Apply Clinical Judgment by Engaging, Interacting, and Collaborating with First Year Nursing Students” →

The pilot study explores the experiences of athletic therapy learners to SP methodology as it relates to their transition to practice; and is guided by the central research question: Do simulated persons offer a more realistic patient experience for students in a clinical scenario evaluation setting, as measured by their ability to conduct and complete an orthopaedic physical exam?  Understanding the answers to this question is fundamental to both educators and in fostering student success; particularly in the area of developing communication and interpersonal and interprofessional skills, which are essential to human encounters and its application to teaching learning milieus. Findings provided recommendations to allow the facilitation and understanding of critical competencies including communication and interpersonal skills, conflict and leadership skills and physical examination and interviewing skills which are empirically linked to effective performance in athletic therapy education and practice.

Funded By:

Teaching Learning Development Grant – York University Faculty Association, 2016

Continue reading “Exploring the Experiences of Learners Exposed to Simulated-Person Methodology within an Athletic Therapy Course” →

This multiphase project explores Simulated Person (SP) methodology as a means of enhancing and fostering the student-learning experience with the goal is to create a pedagogical environment that facilitates students’ critical thinking and self-reflection and prepares graduates to practice in complex and dynamic workplace environments. A pedagogical framework that promotes active learning and embraces experiential-education and transformative-learning practices informs this initiative.  This project contributes to the systemic development of building a more engaged university by enhancing academic quality, student success and engagement given its collaborative and interdisciplinary approach by developing workshops to educate faculty to work with and effectively utilize Simulated Persons (SPs) as pedagogical tools for teaching undergraduate learners.  

FUNDED BY:

Academic Innovation Fund Category I – York University, 2017

Continue reading “Enhancing Teaching Learning through Application of Simulated-Person Methodology—A Simulated Experiential Teaching-Learning Initiative” →