Category Archives: Interprofessional VR simulation

OMS for Interprofessional Team Building

VR scenario manual pulse
VR scenario manual pulse

Building a safe space for a working environment is imperative to interdisciplinary team success in healthcare settings. 

Team building exercises are often done in person, and as scheduling across multiple disciplines is difficult, it can be few and far between for everyone on the team to come together at the same time for team-focused activities. 

VR can be used as a way to connect the interprofessional team from any space, providing similar benefits to that of in-person team building simulations. 

OMS Interprofessional Scenarios

OMS offers a suite of multidisciplinary scenarios that encourage teamwork, communication, and collaboration for safe and effective patient care. 

No matter where your learners are, they can enter the same simulation with their colleagues to exchange ideas, learn about other roles, and gain a deeper understanding of the intricacies of interprofessional teamwork. 

Together, learners examine, diagnose, and come to decisions on how best to treat patients who are acutely unwell.

These scenarios have a direct focus on team-oriented decision making, critical thinking, communication, and clinical reasoning through acute situations including (but not limited to): 

  • Advanced cardiovascular life support (ACLS)
  • Diabetic ketoacidosis
  • Pulmonary edema
  • Anaphylaxis
ACLS virtual simulation

Beyond what is completed in the scenario itself, learners also get the opportunity to debrief as a group, opening up a dialogue on where the team performed well and which areas have room for improvement. 

Interprofessional roles in scenarios

There are two main types of roles that both learners and trainers or faculty can take on in the simulation – active and observer. 

Active roles include the lead role and the assisting role, who both play active parts in the progression of the scenario. These learners directly communicate with one another to gather relevant information, perform tests and measures, interpret results, and conduct interventions. 

In order to complete the scenario and effectively manage the care of the patient, learners must collaborate to distribute tasks and maintain open communication throughout the simulation. 

This delineation of roles allows for one learner to take on a leadership role within their team, practicing delegation, just as interprofessional teams work together in clinical settings.  Denoting roles can also be beneficial in the understanding of roles and responsibilities of healthcare professionals from other disciplines. 

Observers, on the other hand, have the opportunity to get a view, from any angle, of how the scenario is unfolding and how the team is working together. This can inform and provide greater context for debriefing discussions amongst the team following the simulation. 

Learners or faculty can take on any role, depending on the goal of the scenario and learning objectives, and with OMS Create, faculty can control the patient’s actions, speech, or vitals just as they can in physical simulation. 

If for any reason, planned or unplanned, one participant exits the scenario, roles can be changed mid-simulation. For example, if you’d like to have one learner begin in the assist role and later take on the lead role, that can be planned for prior to entering the simulation. 

In OMS Interprofessional scenarios, learners have the opportunity to come together from across a wide range of disciplines to work as a team with a focus on crisis resource management, teamwork, and communication skills with their colleagues, reflecting the everyday work done by interprofessional teams across healthcare systems.

Team-based feedback

Similarly to single player scenarios, OMS Interprofessional simulations automatically populate with feedback upon completion of the scenario and self-guided reflective questions. 

However, the feedback provided for multiple participants is team-based, so learners can continue working as a group as they debrief. 

virtual debriefing room with feedback and learners

As expected, feedback details areas that went well during the scenario and where there is room for improvement of future performance. This evidence-based feedback also provides learners with rationale, giving a more robust explanation of why certain actions are important and how those concepts relate to practice. 

Additionally, a scenario timeline is constructed and shown to the learners. This timeline contains timestamps for actions taken during the simulation, as well as identifiers for who took which action, providing a visual representation of how the scenario unfolded. 

Finally, learners can go back to review reports that were conducted during the simulation. This may include any imaging, lab results, or guidelines that were relevant for the context of the scenario. 

How one university encouraged interprofessional collaboration with OMS

NOVA Southeastern University Health Professions Division created an Interprofessional Education Day utilizing OMS Interprofessional scenarios. 

They brought together over 2,000 students, faculty, and staff from over 16 disciplines as a part of this day to encourage collaboration and deeper understanding of the interdisciplinary team. 

Prior to the IPE day, faculty recorded a scenario that brought together one student each from pharmacy, medicine, and physician assistant programs. Together, they entered an OMS Interprofessional scenario and collaborated on the treatment of an acutely unwell patient.

Their entire experience was recorded, and on the IPE day, groups of learners were able to view the recorded simulation and debrief on what they observed. 

This particular experience made for rich debriefing discussions, as an incorrect medication was administered during the scenario. This not only brought about discussions on checks and balances for medication administration, but it also encouraged a meaningful discussion on psychological safety at work and speaking up within a cross-functional team to ensure patient safety at every stop.  

Interprofessional scenarios can accommodate multiple learners in each scenario, and for some, that can mean having a classroom of learners participate in the same simulation, at the same time. From three to 300 to 2000 – there’s a way for everyone to get involved and benefit from interdisciplinary team-building simulations. 

With OMS Interprofessional scenarios, learners enter the scenario together, and they exit the scenario together. As a group, they are responsible for the outcome of the simulation, and they are able to take time following the scenario to engage and discuss with one another about how they performed as a unit to positively impact the patient. 

These scenarios foster interprofessional communication and collaboration in a psychologically safe environment, encouraging learners from all healthcare disciplines to come together and build the foundation for interprofessional care. 

To learn more about the ways in which you can use interprofessional scenarios to foster collaborative interdisciplinary teams, set up a time for a demo here.

Interested in trying VR sim? Arrange a free demo with us today.

OMS named as finalists at the VR Awards

OMS Interprofessional makes the finals of the 2020 VR Awards

We are honored and excited to have been nominated as a finalist for the 2020 VR Awards for OMS Interprofessional.

OMS Interprofessional is the multiplayer virtual reality platform from Oxford Medical Simulation. Designed to provide immersive training opportunities for doctors, nurses and allied healthcare professionals, OMS Interprofessional lets clinicians work together wherever they are in the world. 

A doctor in California can now work with a nurse in Oxford and a facilitator in Baltimore to treat virtual patients. Participants can speak to the virtual patient and each other in real time, carry out examinations, make diagnoses and provide treatments just like in real life.

They can then learn from personalized feedback and repeat as often as they need in order to provide the best care for patients in real life. Using OMS Interprofessional can optimize quality of training while freeing up time, space and money to help hospitals provide optimal patient care.

Winners will be announced in November – until then we’ve got our fingers and toes crossed! 

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Video: OMS Interprofessional at IMSH 2020

IMSH 2020 VR - OMS

Dr. Jack Pottle outlines OMS Interprofessional during the IMSH 2020 conference

Interprofessional Education (IPE) in VR

Dr. Jack Pottle, Chief Medical Officer of Oxford Medical Simulation, speaks with the team at HealthySimulation about the OMS VR simulation system.

“OMS is taking the traditional way we do simulation and scaling it – saving time, saving space and saving money” 

Designed for medical and nursing professionals of all levels, Dr Pottle outlines the development of OMS Interprofessional – the IPE mode that allows clinicians to treat virtual patients together wherever they are in the world. OMS is helping healthcare system expand and optimize their simulation delivery to improve patient care…

“Allowing hospitals, hospital systems and simulation centers deliver training that is objective, standardized and of seriously high quality. It feels real; it improves performance”

Learn more about the OMS platform here, or discover more about interprofessional simulation below.

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Introducing OMS Interprofessional

Oxford Medical Simulation is excited to announce the launch of multiplayer virtual reality training with OMS Interprofessional


OMS Interprofessional is the multiplayer VR simulation platform from Oxford Medical Simulation (OMS). OMS Interprofessional allows multiple learners to be in the same virtual reality scenario at one time, whether they are in the same room or different countries. Learners can collaborate, discuss and make decisions as a team, just like in real life, to improve patient care

Driven by our mission to provide healthcare professionals with quality, effective clinical training at scale our multiplayer scenarios are fully immersive and interactive. Learners across disciplines can now practice managing patients as a team in real life clinical environments without risking patient safety. This regular, flexible training builds teamwork, confidence, competence and optimises transfer of learning to practice. 

How does it work? 

Using VR headsets, learners are immersed in clinical environments with dynamic, engaging patients in true-to-life clinical scenarios where they can assess and treat patients in collaboration with their colleagues. Learners can see multiple patients, interviewing,  examining, investigating, engaging with their interdisciplinary team to treat their patient – who responds as in real life. 

The focus in OMS Interprofessional is on teamwork, communication, critical thinking and clinical reasoning – allowing clinicians to apply their knowledge and learn together. After each scenario learners enter a group debriefing environment, allowing them to analyse performance as a team, discussing the case and focusing on human factors just like in traditional simulation. 

Team performance analytics are also available to learners and faculty to facilitate debriefing, progress tracking and needs identification. Learners can enter the multiplayer environment with faculty or as independent teams allowing for flexible and adaptive use cases. 

What are the benefits? 

There are multiple benefits to integrating OMS Interprofessional into healthcare training curricula. The immersive team-based scenarios allow interdisciplinary teams to work together repeatedly at any time to refine teamwork and communication skills. This flexible system lets organizations deliver simulation efficiently and effectively to improve patient care.

The portable, stand-alone OMS system is simple set-up, while intuitive, faculty-free use allows organizations to scale simulation delivery and integrate simulation into everyday practice.Moreover, multiplayer VR simulation allows learners to be trained at distance, entering scenarios from anywhere in the world regardless of their proximity to faculty and physical training locations. Faculty can be based in New York and train learners in Nairobi!

Every scenario accurately mirrors real-life,  with peer-reviewed presentations, adaptive conversation, pharmaceutical modelling and dynamic physiology to ensure clinical realism. This provides consistently quality, standardized simulation on demand. The OMS system then provides immediate, intelligent, team-based feedback on technical and non-technical skills, consolidating knowledge and facilitating debrief. Detailed metrics and analytics dashboards allow organizations to objectively measure performance and track improvements over time, whilst customizable feedback and blended learning allow seamlessly integration with curriculum requirements and protocols.