Table 3 Contribution to learning. Means (Mn), standard deviations (SD), frequencies and percentages, along with p-values for independent t-tests (with Cohen’s d effect sizes (es)), that compared EMS (N = 323) to Medical (N = 51) professionals on how well the VR system contributed to their learning
Item | Profession | N | Mn | SD | 1–2 | 3 | 4–5 |
|---|---|---|---|---|---|---|---|
The MCI-VR generated score accurately reflected of my performance | EMS | 323 | 3.94 | .72 | 11 (3) | 57 (18) | 255 (79) |
MED | 51 | 3.71 | .90 | 6 (12) | 12 (24) | 33 (64) | |
Feedback from MCI-VR will help me improve as a first responder.* (es = .55) | EMS | 323 | 4.31 | .59 | 3 (1) | 13 (4) | 307 (95) |
MED | 51 | 4.63 | .49 | 0 | 0 | 51 (100) | |
Practicing in the MCI-VR simulator would make me a more effective first responder.* (es = .52) | EMS | 323 | 4.17 | .71 | 6 (2) | 41 (13) | 276 (85) |
MED | 51 | 4.53 | .54 | 0 | 1 (2) | 50 (98) | |
My MCI-VR performance was a valid assessment of my current skill as a first responder | EMS | 321 | 3.88 | .82 | 18 (6) | 62 (19) | 241 (75) |
MED | 51 | 3.78 | .83 | 4 (8) | 12 (23) | 35 (69) |