Frequently Asked Questions

Why can't I see any scenarios from my OMS account?

Faculty accounts do not have the permissions to launch virtual scenarios. Your institutional Admin for OMS should be able to provide you with details for a test account where you can view and run scenarios.

Do I need to teach my learners how to use the virtual scenarios?

No. Learners have access to a Tutorial scenario as well as a host of "How-to" videos in the Getting Started page of their OMS account to familiarize themselves with the content.

How do I track which scenarios learners have completed?

Use the Analytics page in your OMS account to track learner progress. Here you can search for individual learners, see the data and analytics for all scenario attempts and view feedback breakdown for each learner session.

Can learners always share their reflective notes with faculty?

Yes. At the end of each feedback report, learners have a section to leave reflective notes. Learners can choose to share each reflection with you or change the settings in their Account menu to always share reflective notes with faculty.

Is there an answer key for managing the virtual scenarios?

No, there is no one, linear "golden path" for virtual scenarios. Each scenario is dynamically designed to branch in response to the learner's interactions, so there is no set pathway to approaching scenarios. Faculty may find it helpful to refer to the case summaries and learning objectives to understand each scenario’s patient case.

How much time does it take to debrief a scenario with learners?

This depends on how debriefing is approached. Our analytics dashboard is designed to help you quickly identify specific learning points for additional attention or discussion. We recommend using this to focus discussions, identify which learners need particular help and work in groups to save faculty time.

How do I stop learners from using their feedback to memorize the steps to improve their scores in the simulation, rather than absorbing the experience?

Scenarios and feedback are designed to mitigate the "one-and-done" mentality. Because there are hundreds of variations the narrative can take, depending on the patient management provided, it is hard to "cheat" the system. In order to score well, learners have to apply rational, clinical thinking.

The feedback reports are not presented in a step-wise fashion. This means that feedback reports do not show learners the order in which actions should be performed. For instance, if a learner touches the virtual patient before washing their hands, they will receive a negative feedback comment for this in their end of scenario report.