scholarly journals Virtual Reality Simulation Technology for Cardiopulmonary Resuscitation Training: An Innovative Hybrid System With Haptic Feedback

2019 ◽  
Vol 50 (1) ◽  
pp. 6-22 ◽  
Author(s):  
Omamah Almousa ◽  
Joana Prates ◽  
Noor Yeslam ◽  
Dougal Mac Gregor ◽  
Junsong Zhang ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Cardiopulmonary Resuscitation ◽  
Hybrid System ◽  
Haptic Feedback ◽  
Human Model ◽  
Chest Compressions ◽  
Self Directed Learning ◽  
Hands On ◽  
Directed Learning ◽  
Cpr Training

Objective. Although cardiopulmonary resuscitation (CPR) skills are lifesaving skills, the gap between awareness and actual training remains significant. Advances in technology are shaping the future of education and innovative learning solutions are essential to facilitate effective and accessible training. This project objective is to develop a self-directed educational system for hands-on CPR training using virtual reality (VR) technology. Methods. HTC VIVE was the chosen VR engine, and Unity3D was the software used for development. CPR skills including chest compressions, rescue breathing, and automated external defibrillator (AED) are taught in VR through focused instructions, demonstrations, and simulated interactive scenarios with hands-on training sessions. A tracking system was designed using virtual planes and VIVE-Tracker for accurate measurements of chest compressions (rate, depth, and recoil), hands’ position and AED. A real mannequin was integrated in the VR space and overlaid with virtual 3D-human model for realistic haptic feedback and hands-on training. VIVE-controller was used for precise calibration between the mannequin location in real environment and the virtual human model in VR space. Results. The VR-CPR prototype was designed to be generic, approachable, and easy to follow. Realism and interaction were achieved through 3D virtual scenes simulating common sites at which cardiac arrest may occur. Variety in scenarios and gamification features like scoring and difficulty levels of training were made to enhance users’ engagement. The VR-mannequin hybrid system enabled quality training and immersive learning experience. Further, real-time feedback and scoring system are built for self-directed learning and optimal performance. Conclusions. The developed VR-hybrid product is a structured educational tool for hands-on CPR training and ongoing practice. This innovative technology provides self-directed learning with no restrictions of time, place, or personnel, which are the main challenges with current traditional courses. This product is a promising CPR training initiative in the evolution of digital education.

scholarly journals Virtual reality cardiopulmonary resuscitation (CPR): Comparison with a standard CPR training mannequin

Resuscitation ◽  
2019 ◽  
Vol 135 ◽  
pp. 234-235 ◽  
Author(s):  
Federico Semeraro ◽  
Giuseppe Ristagno ◽  
Gabriele Giulini ◽  
Tania Gnudi ◽  
Jihan Samira Kayal ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Cardiopulmonary Resuscitation ◽  
Cpr Training

Abstract 12035: Effect of 10-minute Dispatch-Assisted Cardiopulmonary Resuscitation Training in Addition to a Standard Course: A Simulation Study

Circulation ◽  
2015 ◽  
Vol 132 (suppl_3) ◽  
Author(s):  
Hidetada Fukushima ◽  
Hideki Asai ◽  
Kazunobu Norimoto ◽  
Tadahiko Seki ◽  
Yasuyuki Kawai ◽  
...  
Keyword(s):  
Cardiac Arrest ◽  
Cardiopulmonary Resuscitation ◽  
Median Time ◽  
Simulation Study ◽  
Time Interval ◽  
Standard Group ◽  
Chest Compressions ◽  
Resuscitation Training ◽  
Group A ◽  
Cpr Training

Introduction: Immediate bystander cardiopulmonary resuscitation (CPR) is essential for the good outcome of sudden cardiac arrest victims. Current guidelines recommend dispatch-assisted CPR (DA-CPR), which can double the frequency of bystander CPR. Laypersons, however, are not familiar with how dispatchers provide CPR instructions. DA-CPR training may be effective at spreading DA-CPR, but this needs to be validated. The aim of this study was to determine the effectiveness of brief DA-CPR training in addition to a standard CPR training course. Methods: We conducted a DA-CPR simulation study. Participants with no prior CPR training within 1 year were assigned randomly to one of two 90-min CPR training courses (DA-CPR Group: a standard CPR course with 10-min DA-CPR training or Standard Group: a standard CPR course with a simple introduction to how dispatchers deal with emergency calls). In the DA-CPR Group, the participants practiced the role of a dispatcher and an emergency caller. At 6 months after training, the subjects performed CPR for 2 min under instruction from off-duty dispatchers. Results: Of the 66 participants, 59 (DA-CPR Group, 30; Standard Group, 29) completed the simulation at 6 months after training. The median time intervals between call receipt and cardiac arrest recognition or instruction for chest compressions by dispatchers were similar between both groups. However, the subjects in the DA-CPR Group provided the first compression more quickly (median time interval between call receipt and the first dispatch-assisted compression: 108 vs. 129 s, respectively, p < 0.05 Mann-Whitney U test). The quality of chest compressions was, however, similar between both groups. Conclusions: All participants could perform DA-CPR at 6 months after training, but those in the DA-CPR Group started chest compressions more quickly. DA-CPR training might be effective for the immediate development of better cooperation between a layperson and a dispatcher.

scholarly journals Crafting a DIY Campervan and Crafting Embodied, Gendered Identity Performances in a Hyper-masculine Environment

2019 ◽  
Vol 4 (1) ◽  
pp. 351-380
Author(s):  
Phiona Stanley
Keyword(s):  
Self Directed Learning ◽  
Gendered Identity ◽  
Instructional Videos ◽  
Hands On ◽  
Directed Learning ◽  
Multi Media ◽  
Craft Skills ◽  
The Moment ◽  
Individual Self ◽  
Sydney Australia

This paper presents a multi-media textual collage that shows rather than tells the lived experiences of my conversion of a DIY campervan over several months in a diesel mechanic workshop in Sydney, Australia. This is a “small culture,” (Holliday, 1999) to which I gained limited access as I developed craft skills and the confidence to speak back to relative, milieu-specific, gendered power. I use autoethnographic textual fragments written shortly after the moment to depict the struggle to acquire skills, build confidence, and cross “small” cultures in an unusual crafting context. Grounded theoretical insights are suggested as they relate to three things. First, I examine the nature of individual, self-directed learning as engendered by the non-expert, hands-on doing of craft supported by YouTube instructional videos. Second, I consider positive and negative affective identity factors, particularly feelings of competence or incompetence and challenges to my own (female, middle-aged, injured, and non-expert) embodiment. Third, I consider the collaborative, discursive ways in which hegemonic and non-hegemonic masculinities were talked into being as contingent, relational identities against the foil of a constructed “other.”

scholarly journals Virtual reality mobile application to improve videoscopic airway training: A randomised trial

2021 ◽  
Vol 50 (2) ◽  
pp. 141-148
Author(s):  
Ying Wei Yau ◽  
Zisheng Li ◽  
Mui Teng Chua ◽  
Win Sen Kuan ◽  
Gene Wai Han Chan
Keyword(s):  
Virtual Reality ◽  
Teaching Methods ◽  
Mobile Application ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Teaching ◽  
Successful Intubation ◽  
Self Directed Learning ◽  
Traditional Teaching Methods ◽  
Directed Learning

Introduction: Flexible bronchoscopic intubation (FBI) is an important technique in managing an anticipated difficult airway, yet it is rarely performed and has a steep learning curve. We aim to evaluate if the integration of virtual reality gaming application into routine FBI training for emergency department doctors would be more effective than traditional teaching methods. Methods: We conducted a randomised controlled trial to compare self-directed learning using the mobile application, Airway Ex* in the intervention group versus the control group without use of the mobile application. All participants underwent conventional didactic teaching and low-fidelity simulation with trainer’s demonstration and hands-on practice on a manikin for FBI. Participants randomised to the intervention arm received an additional 30 minutes of self-directed learning using Airway Ex, preloaded on electronic devices while the control arm did not. The primary outcome was time taken to successful intubation. Results: Forty-five physicians (20 junior and 25 senior physicians) were enrolled, with male predominance (57.8%, 26/45). There was no difference in time taken to successful intubation (median 48 seconds [interquartile range, IQR 41–69] versus 44 seconds [IQR 37–60], P=0.23) between the control and intervention groups, respectively. However, the intervention group received better ratings (median 4 [IQR 4–5]) for the quality of scope manipulation skills compared to control (median 4 [IQR 3–4], adjusted P=0.03). This difference remains significant among junior physicians in stratified analysis. Conclusion: Incorporating virtual reality with traditional teaching methods allows learners to be trained on FBI safely without compromising patient care. Junior physicians appear to benefit more compared to senior physicians. Keywords: Airway management, emergency medicine, intubation, simulation education, virtual reality

scholarly journals Public Attitudes Towards Cardiopulmonary Resuscitation Training and Performance in Singapore

2020 ◽  
Author(s):  
Susmita Roy Chowdhury ◽  
Venkataraman Anantharaman
Keyword(s):  
Cardiopulmonary Resuscitation ◽  
Survival Rates ◽  
Training Session ◽  
Mouth Breathing ◽  
Chest Compressions ◽  
Refresher Training ◽  
Resuscitation Training ◽  
Level Of Difficulty ◽  
And Performance ◽  
Cpr Training

Abstract Background: Bystander cardiopulmonary resuscitation (CPR) rates remain fairly low through most communities despite multiple interventions through the years. Understanding the attitudes and fears behind CPR training and performance would help target education and training to raise the rates of bystander CPR and consequently survival rates of victims. 7909 participants at a single-day mass CPR training session in Singapore were given survey questionnaires to fill out. 6473 people submitted completed forms upon the conclusion of the training session. Some issues looked at were overall level of difficulty of CPR, difficulty levels of specific skills, attitudes towards refresher training, attitudes towards performing CPR and fears when doing so.Results: The mean level of difficulty of CPR was rated 3.98 (scale of 1-10), with those with previous CPR training rating it easier. The skills rated most difficult were performing mouth-to mouth breathing and chest compressions, while the easiest rated was recognising non-responsiveness. A majority (69.7%) would agree to go for refresher training every 2 years and 88.7% felt everyone should be trained in CPR. 71.6% would perform full CPR for a member of public in cardiac arrest and only 20.7% would prefer to only do chest-compressions. The most cited fear was a low level of confidence, and fears of acquiring infections or aversion to mouth-to-mouth breathing were low.Conclusions: The survey results show that most participants in Singapore are keen to perform conventional CPR for a member of public and can help to target future CPR training accordingly.

scholarly journals The potential of 360-degree Virtual Reality videos to teach water-safety skills to children

2020 ◽  
Author(s):  
Paola Araiza-Alba ◽  
Therese Keane ◽  
Bernadette Matthews ◽  
Kate Simpson ◽  
Grace Strugnell ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Traditional Learning ◽  
Rip Currents ◽  
Coastal Environments ◽  
Safety Skills ◽  
Water Safety ◽  
Self Directed Learning ◽  
Safe Environment ◽  
Directed Learning ◽  
Video Group

This study investigated the potential of Virtual Reality (VR), using 360-degree (360°) videos, as a tool to teach children about water-safety skills. Children (n = 182) aged 10 to 12 years were randomly assigned to learn about water safety using one of three instructional mediums: 360° VR videos, traditional video, or poster. The training was designed to address specific themes that contributed to drowning in coastal environments, allowing children to learn about dangers of rip currents in a relatively safe environment. Overall, 95% showed improved knowledge of water safety after participating in the water-safety workshop and retained their knowledge during the subsequent tests both one and eight weeks later. No difference was found in the learning outcomes obtained across the three mediums; however, participants in the 360° VR medium reported higher levels of interest and enjoyment than participants using the other two mediums (91% of students in the 360° VR video group found the activity engaging versus 61% for traditional video and 51% for the poster). Teacher feedback also indicated that 360° VR videos are a useful, engaging, and effective method of learning. Overall, we found support for the hypothesis that 360° VR videos are a useful tool to teach targeted skills, and that using 360° VR videos is more motivating and engaging than using traditional learning methods. We also found evidence to support the hypothesis that 360° VR videos are an effective tool for self-directed learning.

scholarly journals PROMOTING COLLABORATIVE, SELF-DIRECTED, HANDS-ON LEARNING IN ENGINEERING DESIGN IN UNDERGRADUATE AND GRADUATE TEACHING

2011 ◽  
Author(s):  
Khosrow Farahbakhsh
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Pollution Prevention ◽  
Learning By Doing ◽  
Problem Definition ◽  
Self Directed Learning ◽  
Laboratory Design ◽  
Hands On ◽  
Directed Learning ◽  
Design Skills

The face of engineering education is rapidly changing as more emphasis is placed on a self-directed, problem-based and design-driven approach. The School of Engineering at the University of Guelph has recognized the importance of engineering design education by introducing capstone design courses and encouraging incorporation of design in many senior-level courses. Two recent initiatives include inclusion of a student-led laboratory design project in the Mass Transfer Operations course (ENGG*3470) and a self-directed, problem-based approach to teaching a new graduate course in Pollution Prevention Engineering (ENGG*6790). Both courses placed a significant emphasis on “learning by doing” and importance of “self-directed learning”. Both courses also encouraged the development of various design skills such as problem definition, information collection, collaboration, innovation, communication, life-cycle costing, etc. This paper provides insights on these two courses and the approaches used to ensure a collaborative, hands-on and self-directed learning experience for students.

Virtual reality to improve group work skill and self-directed learning in problem-based learning narratives

2019 ◽  
Vol 23 (4) ◽  
pp. 461-471 ◽  
Author(s):  
Junaidi Abdullah ◽  
Wan Noorshahida Mohd-Isa ◽  
Mohd Ali Samsudin
Keyword(s):  
Virtual Reality ◽  
Group Work ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Work Skill
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