Telepresence robotics in clinical education: Enhancing student engagement and learning outcomes

Abstract

The evolution of healthcare education necessitates innovative tools to enhance learning experiences. Telepresence robots, integrated in a hybrid occupational therapy doctorate (OTD) program, offered a transformative approach by enabling real-time interaction and observation promoting interprofessional collaboration. This study evaluated the effectiveness of a telepresence robot to enhance the instruction of clinical skills during patient simulations.A quasi-experimental design was used with student participants. Participants experienced two fieldwork courses: Fieldwork IA (FWIA) without the telepresence robot and Fieldwork IB (FWIB) with the robot. Data were collected using the Simulation Design Scale (SDS) and the Student Satisfaction and Self-Confidence in Learning Scale (SSSLS). Quantitative analysis included paired t-tests and non-parametric tests to compare scores between FWIA and FWIB.A total of 85 SDS and 79 SSSLS forms were analyzed. Average SDS scores were significantly higher for FWIB compared to FWIA (92.73 ± 6.52 vs. 82.87 ± 12.43, p<0.001). SSSLS satisfaction scores increased from 21.63 ± 2.92 in FWIA to 23.82 ± 1.87 in FWIB (p<0.001), and self-confidence scores improved from 33.34 ± 4.62 to 36.32 ± 3.69 (p<0.001).Telepresence robots significantly enhanced perceptions of student satisfaction and self-confidence in learning. Students found the robots effective for learning clinical skills during simulations. These findings suggest that telepresence technology can improve students’ engagement and learning outcomes in healthcare education.