Learning from 360-degree film in healthcare simulation: a mixed methods pilot

Figures & data

Figure 1. Kolb’s model of experiential learning was adapted by Stocker et al. (2014).

Table 1. Demographic distribution of participants by HCP background.

Area of study or occupation	Frequency	Relative proportion
Doctor	5	12.5%
Medical student	17	42.5%
Physician associate	2	5%
Physician associate student	16	40%

Figure 2. Study protocol overview. Key AIEQ = adapted immersive experience questionnaire, AIMI = abridged intrinsic motivation inventory, MCQ = multiple choice question.

Figure 3. Stitched 360 still of room with GP in centre and patient on the couch. Posters to test knowledge seen above the GP to right and above the patient.

Figure 4. Box and whisker plot of total AIEQ and total AIMI scores for 360 and 2D.

Figure 5. Box and whisker plot comparing AIEQ questions on empathy 2D versus 360.

Figure 6. Mind map pictorially indicating the relationship of major and subthemes.

Figure 7. Visual representation of i-GEM (individual-group, engagement, and motivation) model of learning in TEL simulation.

Stocker, M., Burmester, M., & Allen, M. (2014). Optimisation of simulated team training through the application of learning theories: A debate for a conceptual framework. BMC Medical Education, 14, 69. doi:10.1186/1472-6920-14-69

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