scholarly journals The use of virtual reality simulation to facilitate surgical ward-based learning in medical students during the COVID-19 Pandemic

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Isabelle Carty ◽  
Rupali Shah
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Virtual Reality Simulation ◽  
Surgical Ward

doi: https://doi.org/10.12669/pjms.37.2.4118 How to cite this: Carty I, Shah R. The use of virtual reality simulation to facilitate surgical ward-based learning in medical students during the COVID-19 Pandemic. Pak J Med Sci. 2021;37(2):---------.  doi: https://doi.org/10.12669/pjms.37.2.4118

scholarly journals Resuscitating Cardiopulmonary Resuscitation Training in a Virtual Reality: Prospective Interventional Study

10.2196/22920 ◽  
2021 ◽  
Vol 23 (7) ◽  
pp. e22920
Author(s):  
Janaya Elizabeth Perron ◽  
Michael Jonathon Coffey ◽  
Andrew Lovell-Simons ◽  
Luis Dominguez ◽  
Mark E King ◽  
...  
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Testing Session ◽  
Virtual Reality Simulation ◽  
Game Play ◽  
Participant Satisfaction ◽  
Educational Efficacy ◽  
Beta Testing

Background Simulation-based technologies are emerging to enhance medical education in the digital era. However, there is limited data for the use of virtual reality simulation in pediatric medical education. We developed Virtual Doc as a highly immersive virtual reality simulation to teach pediatric cardiopulmonary resuscitation skills to medical students. Objective The primary objectives of this study were to evaluate participant satisfaction and perceived educational efficacy of Virtual Doc. The secondary aim of this study was to assess the game play features of Virtual Doc. Methods We conducted a prospective closed beta-testing study at the University of New South Wales (Sydney, Australia) in 2018. All medical students from the 6-year undergraduate program were eligible to participate and were recruited through voluntary convenience sampling. Participants attended a 1-hour testing session and attempted at least one full resuscitation case using the virtual reality simulator. Following this, participants were asked to complete an anonymous postsession questionnaire. Responses were analyzed using descriptive statistics. Results A total of 26 participants were recruited, consented to participate in this study, and attended a 1-hour in-person closed beta-testing session, and 88% (23/26) of participants completed the anonymous questionnaire and were included in this study. Regarding participant satisfaction, Virtual Doc was enjoyed by 91% (21/23) of participants, with 74% (17/23) intending to recommend the simulation to a colleague and 66% (15/23) intending to recommend the simulation to a friend. In assessment of the perceived educational value of Virtual Doc, 70% (16/23) of participants agreed they had an improved understanding of cardiopulmonary resuscitation, and 78% (18/23) agreed that Virtual Doc will help prepare for and deal with real-life clinical scenarios. Furthermore, 91% (21/23) of participants agreed with the development of additional Virtual Doc cases as beneficial for learning. An evaluation of the game play features as our secondary objective revealed that 70% (16/23) of participants agreed with ease in understanding how to use Virtual Doc, and 74% (17/23) found the game play elements useful in understanding cardiopulmonary resuscitation. One-third (7/23, 30%) found it easy to work with the interactive elements. In addition, 74% (17/23) were interested in interacting with other students within the simulation. Conclusions Our study demonstrates a positive response regarding trainee satisfaction and perceived educational efficacy of Virtual Doc. The simulation was widely accepted by the majority of users and may have the potential to improve educational learning objectives.

scholarly journals Resuscitating Cardiopulmonary Resuscitation Training in a Virtual Reality: Prospective Interventional Study (Preprint)

2020 ◽  
Author(s):  
Janaya Elizabeth Perron ◽  
Michael Jonathon Coffey ◽  
Andrew Lovell-Simons ◽  
Luis Dominguez ◽  
Mark E King ◽  
...  
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Medical Students ◽  
Cardiopulmonary Resuscitation ◽  
Testing Session ◽  
Virtual Reality Simulation ◽  
Game Play ◽  
Participant Satisfaction ◽  
Educational Efficacy ◽  
Beta Testing

BACKGROUND Simulation-based technologies are emerging to enhance medical education in the digital era. However, there is limited data for the use of virtual reality simulation in pediatric medical education. We developed Virtual Doc as a highly immersive virtual reality simulation to teach pediatric cardiopulmonary resuscitation skills to medical students. OBJECTIVE The primary objectives of this study were to evaluate participant satisfaction and perceived educational efficacy of Virtual Doc. The secondary aim of this study was to assess the game play features of Virtual Doc. METHODS We conducted a prospective closed beta-testing study at the University of New South Wales (Sydney, Australia) in 2018. All medical students from the 6-year undergraduate program were eligible to participate and were recruited through voluntary convenience sampling. Participants attended a 1-hour testing session and attempted at least one full resuscitation case using the virtual reality simulator. Following this, participants were asked to complete an anonymous postsession questionnaire. Responses were analyzed using descriptive statistics. RESULTS A total of 26 participants were recruited, consented to participate in this study, and attended a 1-hour in-person closed beta-testing session, and 88% (23/26) of participants completed the anonymous questionnaire and were included in this study. Regarding participant satisfaction, Virtual Doc was enjoyed by 91% (21/23) of participants, with 74% (17/23) intending to recommend the simulation to a colleague and 66% (15/23) intending to recommend the simulation to a friend. In assessment of the perceived educational value of Virtual Doc, 70% (16/23) of participants agreed they had an improved understanding of cardiopulmonary resuscitation, and 78% (18/23) agreed that Virtual Doc will help prepare for and deal with real-life clinical scenarios. Furthermore, 91% (21/23) of participants agreed with the development of additional Virtual Doc cases as beneficial for learning. An evaluation of the game play features as our secondary objective revealed that 70% (16/23) of participants agreed with ease in understanding how to use Virtual Doc, and 74% (17/23) found the game play elements useful in understanding cardiopulmonary resuscitation. One-third (7/23, 30%) found it easy to work with the interactive elements. In addition, 74% (17/23) were interested in interacting with other students within the simulation. CONCLUSIONS Our study demonstrates a positive response regarding trainee satisfaction and perceived educational efficacy of Virtual Doc. The simulation was widely accepted by the majority of users and may have the potential to improve educational learning objectives.

scholarly journals High-fidelity simulation and virtual reality: an evaluation of medical students’ experiences

2021 ◽  
pp. bmjstel-2020-000625
Author(s):  
Alexandra Frances Macnamara ◽  
Katie Bird ◽  
Alan Rigby ◽  
Thozhukat Sathyapalan ◽  
David Hepburn
Keyword(s):  
Virtual Reality ◽  
Clinical Practice ◽  
Medical Students ◽  
High Fidelity ◽  
Virtual Reality Simulation ◽  
Clinical Environment ◽  
Patient Simulator ◽  
Team Working ◽  
Assessment Skills ◽  
High Fidelity Patient Simulator

BackgroundSimulation technology is widely used in medical education, providing an environment in which students can develop and practise a multitude of skills that are relevant to clinical practice, without the risk of harm to patients.MethodsWe conducted a mixed methods cross-over study with quantitative and qualitative outcomes. This analysed students’ perceptions of two simulation technologies: a high-fidelity patient simulator and virtual reality. Twenty final year medical students completed a questionnaire after having experienced both simulation modalities.ResultsStudents scored the patient simulator higher in domains such as developing team working and ‘ABCDE assessment skills’, whereas the virtual reality simulation was more immersive and fun. Participants found the patient simulator more useful in preparing them for clinical practice.ConclusionMedical students in this study expressed that a high-fidelity patient simulator, in a simulated clinical environment, was of greater value to their preparation for clinical practice than virtual reality simulation of a similar environment. However, the virtual reality simulation offered a near comparable experience, and was found to be was enjoyable, immersive and easily portable.

Medical Students Learn Over Distance Using Virtual Reality Simulation

2008 ◽  
Vol 3 (1) ◽  
pp. 10-15 ◽  
Author(s):  
Dale C. Alverson ◽  
Stanley M. Saiki ◽  
Summers Kalishman ◽  
Marlene Lindberg ◽  
Stewart Mennin ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Virtual Reality Simulation

scholarly journals Virtual reality simulation of neuroendovascular intervention improves procedure speed in a cohort of trainees

2019 ◽  
Vol 10 ◽  
pp. 184 ◽  
Author(s):  
Joseph Dardick ◽  
Stephanie Allen ◽  
Aleka Scoco ◽  
Richard L. Zampolin ◽  
David J. Altschul
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Carotid Artery ◽  
Internal Carotid Artery ◽  
Internal Carotid ◽  
Virtual Reality Simulation ◽  
Complete Procedure ◽  
Time Required ◽  
The Right ◽  
Aneurysm Coiling

Background: Realistic virtual reality (VR) simulators have greatly expanded the tools available for training surgeons and interventionalists. While this technology is effective in improving performance in many fields, it has never been evaluated for neuroendovascular procedures. This study aims to determine whether VR is an effective tool for improving neuroendovascular skill among trainees. Methods: Trainees performed two VR revascularizations of a right-sided middle cerebral artery (MCA) thrombosis and their times to procedural benchmarks (time to enter internal carotid artery [ICA], traverse clot, and complete procedure) were compared. To determine whether the improvement was case specific, trainees with less procedural exposure were timed during VR left-sided ICA (LICA) aneurysm coiling before or after performing MCA thrombectomy simulations. To determine the value of observing simulations, medical students were timed during the right MCA revascularization simulations after watching other VR procedures. Results: Trainees significantly improved their time to every procedural benchmark during their second MCA revascularization (mean decrease = 1.08, 1.57, and 2.24 min; P = 0.0072, 0.0466, and 0.0230). In addition, time required to access the LICA during aneurysm coiling was shortened by 0.77 min for each previous VR right MCA revascularization performed (P = 0.0176; r2 = 0.71). Finally, medical students’ MCA revascularization simulation times improved by 0.87 min for each prior simulation viewed (P < 0.0221; r2 = 0.96). Conclusion: Both performance and viewing of simulated procedures produced significant decreases in time to reach neuroendovascular procedural benchmarks. These data show that VR simulation is a valuable tool for improving trainee skill in neuroendovascular procedures.

scholarly journals 533 The Use of Virtual Reality Simulation to Facilitate Surgical Ward-Based Learning in Medical Students During the Covid-19 Pandemic

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
I Carty ◽  
R Shah
Keyword(s):  
Virtual Reality ◽  
Medical Student ◽  
Time Slot ◽  
Virtual Reality Simulation ◽  
Core Skills ◽  
Simulated Environment ◽  
Surgical Ward ◽  
Hands On ◽  
Technical Proficiency ◽  
Immersive Environment

Abstract Introduction The Covid-19 pandemic quickly resulted in the removal of all non-essential personnel from surgical wards. It also resulted in suspending medical student placements which are heavily relied upon to provide the students with necessary “hands-on” experience. Virtual Reality (VR) simulation was employed in order to ensure that the students had a comparable experience. Method VR simulations were used to simulate the ward environments and the students were able to gain valuable experience with common scenarios encountered on surgical wards. Each student was allocated a 1-hour time slot per session with a debriefing session after each. The digital immersive environment allowed students to build upon their didactic preparation and previously acquired knowledge base. Results Feedback was given at the end of each simulation by the simulation facilitator. Using the technical proficiency that they had acquired in the first scenario; the students went on to employ these skills directly in their next scenarios thereby capitalising on the repetition of core skills to maximize their learning. Conclusions In this instance, VR was successfully used to enhance both knowledge acquisition and experience. Feedback from the participating students was overwhelmingly positive with many suggesting that they were more comfortable learning in a simulated environment.

Sign in / Sign up

Export Citation Format

Share Document