Campbell, Andrew JAmon, Krestina LNguyen, MelanieCumming, StevenSelby, HughLincoln, MichelleNeville, VictoriaBhullar, NavjotMagor-Blatch, LynneOxman, LisaGreen, ToniGeorge, AmandaGonczi, Andrew2015-12-101522-8835http://hdl.handle.net/1885/70158This study examined the effectiveness of a health professional virtual world interview skills trainer (IST), in comparison to classroom training via interview role-plays with peers. Students of psychology, physiotherapy, and general health science learned interviewing skills through role-play and virtual world training. Students were randomly allocated to a role-play-first, or IST-first condition. Interviewing self-efficacy was measured at baseline and after each of the learning experiences. In total, 72 students completed all surveys. Students’ reported an increase in interviewing self-efficacy significantly after the IST experience than after role-play.201510.1080/15228835.2015.10226822015-12-10