Virtual Reality Simulated Patient Encounters

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School-Based Instructional Support Team

In partnership with: Molloy University, School of Education and Human Services

Book Demo

Community/Public Health

Capabilities

Accessibility

Multiplayer

Scenario Information

Room size: 12x12

Learner Population: Allied Health & Care Professionals

Language: English

Setting: School

Patient Gender: Male

Scenario Description

Ethan is a 10-year-old, Latino boy who is in fifth grade. He and his mother are meeting with a professional team to create a support plan. He has academic performance issues, behavior outbursts in class (e.g., meltdowns during transitions), and is increasingly withdrawn from peers. His mother feels overwhelmed and unsupported by the school system to date. Ethan is the oldest of three children living at home. Spanish is spoken in the home, and Ethan’s mother and other family members are most comfortable communicating in Spanish. At one point in the meeting, Ethan becomes agitated. At another, Ethan’s mother tearfully reveals she’s considering pulling him out of school due to frustration with the lack of progress and frequent calls home. The interdisciplinary team is meeting to develop a coordinated educational and therapeutic support plan for Ethan, as well as to identify community supports for the family.

Learning Objectives

1. Learner analyzes systemic, cultural, and environmental factors—including heritage, identities, and acculturative experiences—to assess their influence on development and wellness, and applies cultural humility principles in all engagement and intervention skills.
2. Learner demonstrates effective interviewing, attending, and listening skills, utilizing open-ended, reflective, and clarifying questions to establish rapport and trust with the client and family.
3. Learner integrates knowledge of biological, neurological, and physiological factors with relevant discipline-specific and individual/family development theories to inform assessments and action plans.
4. Learner synthesizes assessment data to create a comprehensive, mutually agreed-upon action plan with the family, identifying and applying culturally responsive methods of negotiation and respecting the client and mother’s self-determination.
5. Learner defines their role and the roles of others on the team, and transmits pertinent, clear information to interprofessional team members, linking their discipline-specific services to the family’s needs.
6. Learner advocates on behalf of student needs identified in the planning process and evaluates the feasibility of the proposed plan with the family.

MINIMUM:

OS: Windows 10
Processor: Intel Core i5-2300 | AMD FX-4350
Memory: 4 GB RAM
Graphics: Nvidia GeForce GTX 2060
DirectX: Version 11
Storage: 12 GB available space

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