Entry name: Catherine Bruen
Describe your entry, including why you should win:
"Communication is a cornerstone of clinical practice, yet opportunities for students to master these skills are often limited. I led the design and implementation of an innovative, research-informed virtual patient (VP) simulation platform at RCSI, offering students unlimited, self-directed practice in consultation and communication skills. This immersive learning tool integrates realistic, branched-narrative scenarios aligned with the Calgary-Cambridge model and professional conduct guidelines, enabling learners to engage in authentic, consequence-driven clinical interactions.
The simulations use actors and audio-visual feedback to replicate real-world consultations. Students adopt the role of a doctor, make decisions, and receive immediate, personalised feedback. They can choose between learning and assessment modes, allowing for both exploration and performance evaluation. The platform supports metacognitive development through inner monologues and coaching, fostering self-regulated learning.
This initiative addresses key challenges in medical education: increasing student numbers, limited access to clinical placements, and the need for consistent, high-quality training. It also supports diverse learners, including international students, by offering repeated practice in a safe, accessible environment.
I should be considered for this award because this work exemplifies innovation, impact, and alignment with the core principles of technology-enhanced learning. It demonstrates a deep commitment to exploring the interplay between technology and pedagogy, staying current with emerging tools, and sharing effective practices across disciplines. The VP platform has transformed how communication skills are taught at RCSI (across three internation campuses – Dublin, Bahrain and Malaysia and has the potential to influence health professions education globally.
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Describe the impact of your work internally and externally, on your students, colleagues and peers, how it was developed, and what others could learn from your work?
"Since its launch in 2016, the VP platform has had significant internal and external impact. Over 10,000 RCSI students have completed more than 18,000 simulations, with measurable improvements in OSCE scores and self-reported confidence. During the COVID-19 lockdown, 601 students completed 2,545 consultations, with pass rates rising from 77% to 98%. Feedback has been overwhelmingly positive, with students praising the realism, feedback, and flexibility of the tool. The platform was developed in collaboration with Empower The User, a Trinity College Dublin spin-off, and is grounded in best-practice instructional design: authenticity, interactivity, appropriate challenge, and alignment with learning outcomes. It complements lectures and tutorials, supports case-based learning, and is accessible on any device, anytime.
Externally, the tool has been adopted by other healthcare disciplines, including physiotherapy and physician associate programmes. It has been featured in multiple research projects, including three Master’s theses and a PhD study. The platform’s scalability and cost-effectiveness make it a viable solution for institutions facing resource constraints or seeking to expand digital learning.
Colleagues have embraced the tool for its ability to standardise training and assessment, while students benefit from a consistent, equitable learning experience. The VP platform also supports educators through analytics dashboards that inform curriculum design and learner support.
Others can learn from this project’s emphasis on co-design, research integration, and responsiveness to learner needs. It demonstrates how digital tools, when thoughtfully implemented, can enhance experiential learning and bridge the gap between theory and practice."
Please describe how your work is aligned with CMALT & FELT principles?
"This work is deeply aligned with the CMALT and FELT principles of Awareness, Professionalism, Care & Community, and Values.
• Awareness: The VP platform reflects a nuanced understanding of the interplay between technology and pedagogy. It leverages simulation, feedback, and data analytics to support experiential learning and metacognition. The design is informed by research and grounded in educational theory, including cognitive load theory and self-regulated learning.
• Professionalism: The simulations are aligned with national and international professional standards, including the Irish Medical Council and UK GMC guidelines. They support the development of core competencies in communication, empathy, and ethical practice. The platform also provides educators with tools for consistent assessment and curriculum alignment.
• Care & Community: The tool was designed with inclusivity in mind, offering equitable access to high-quality training for all students, including those from diverse linguistic and cultural backgrounds. It fosters a safe space for learning, where students can make mistakes, reflect, and improve without fear of judgment. The collaborative development process engaged students, educators, and technologists, building a strong learning community.
• Values: At its core, this initiative is driven by a commitment to student-centred learning, continuous improvement, and the responsible use of technology. It supports the development of compassionate, competent healthcare professionals and contributes to a culture of excellence in teaching and learning.
This work exemplifies the principles of CMALT and FELT by integrating innovation with empathy, research with practice, and technology with pedagogy. It offers a scalable, sustainable model for enhancing clinical education and supporting lifelong learning.
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Supporting evidence:
"https://www.etu.co/resources/simulation-training-changes-real-world-behavior
https://padlet.com/hpec/vp-showcase-event-y5woima3p72hrtcc
https://www.teachingandlearning.ie/wp-content/uploads/RCSI.pdf"