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Table 8 Suggested areas of improvement for MASK-ED™ simulation

From: Impact of classroom-based MASK-ED™ (KRS simulation) on physiotherapy student clinical performance: a randomized cluster trial

Group environment hindered time to practise

 • Student to MASK-ED™ character ratio meant not enough time to practise

 • Better when one-on-one

 • Too much down time when done in groups

 • More confident students would take control

 • Limit group numbers to four

 • Split up groups of friends

 • Felt that when not interacting with the MASK-ED™ character were not learning

 • Not everyone was able to practise with the MASK-ED™ character

Timing of the MASK-ED™ character

 • Less helpful for new skill acquisition

 • More valuable at the beginning of the curriculum

 • Need to relate back to the evidence

Realism

 • Frustrating as it can feel exaggerated

 • MASK-ED™ character learnt too quickly and therefore wasn’t realistic

 • Different MASK-ED™ characters for the different tutorials