Virtual reality simulation: a paradigm shift for therapy and medical education

2018 ◽  
Vol 79 (12) ◽  
pp. 666-667 ◽  
Author(s):  
Branavan Rudran ◽  
Kartik Logishetty
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Paradigm Shift ◽  
Virtual Reality Simulation

Artificial Intelligence in Medical Education: Best Practices Using Machine Learning to Assess Surgical Expertise in Virtual Reality Simulation

2019 ◽  
Vol 76 (6) ◽  
pp. 1681-1690 ◽  
Author(s):  
Alexander Winkler-Schwartz ◽  
Vincent Bissonnette ◽  
Nykan Mirchi ◽  
Nirros Ponnudurai ◽  
Recai Yilmaz ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Medical Education ◽  
Virtual Reality ◽  
Best Practices ◽  
Virtual Reality Simulation ◽  
Surgical Expertise

Simulation Technology: A Strategy for Implementation in Surgical Education and Certification

2000 ◽  
Vol 9 (6) ◽  
pp. 632-637 ◽  
Author(s):  
C. Daniel Smith
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Surgical Education ◽  
Paradigm Shift ◽  
New Technologies ◽  
Flight Simulator ◽  
Medical Simulation ◽  
Learning Tools ◽  
Simulation Technology ◽  
Key Technologies

Virtual reality and simulation technology promise to be key technologies in medical education. The flight simulator tech nology that has so effectively replaced live, inflight training of pilots is being reengineered for use in medical and surgi cal education. Despite the considerable enthusiasm for this concept, very little practical work has been performed to integrate simulation technology into surgical education and certification. To achieve the potential offered by medical simulation, developers of these new technologies must join with medical/surgical educators to develop meaningful simu lators and virtual learning tools. This paper reviews the cur rent paradigm in surgical education and suggests a strategy for effecting a paradigm shift that facilitates the adoption of simulation technology in surgical education.

scholarly journals Virtual reality in interventional radiology education: a systematic review

2021 ◽  
Vol 54 (4) ◽  
pp. 254-260
Author(s):  
And Yara Particelli Gelmini ◽  
Márcio Luís Duarte ◽  
André Moreira de Assis ◽  
Josias Bueno Guimarães Junior ◽  
Francisco César Carnevale
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Virtual Reality ◽  
Interventional Radiology ◽  
Latin American ◽  
Skill Acquisition ◽  
Randomized Clinical Trials ◽  
Quality Criteria ◽  
Cochrane Library ◽  
Virtual Reality Simulation

Abstract The aim of this study was to compare virtual reality simulation with other methods of teaching interventional radiology. We searched multiple databases-Cochrane Library; Medline (PubMed); Embase; Trip Medical; Education Resources Information Center; Cumulative Index to Nursing and Allied Health Literature; Scientific Electronic Library Online; and Latin-American and Caribbean Health Sciences Literature-for studies comparing virtual reality simulation and other methods of teaching interventional radiology. This systematic review was performed in accordance with the criteria established by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Best Evidence Medical Education (BEME) Collaboration. Eligible studies were evaluated by using the quality indicators provided in the BEME Guide No. 11 and the Kirkpatrick model of training evaluation. After the eligibility and quality criteria had been applied, five randomized clinical trials were included in the review. The Kirkpatrick level of impact varied among the studies evaluated, three studies being classified as level 2B and two being classified as level 4B. Among the studies evaluated, there was a consensus that virtual reality aggregates concepts and is beneficial for the teaching of interventional radiology. Although the use of virtual reality has been shown to be effective for skill acquisition and learning in interventional radiology, there is still a lack of studies evaluating and standardizing the employment of this technology in relation to the numerous procedures that exist within the field of expertise.

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 Integrating Mental Practice into a COVID-19 Appropriate Virtual Reality Cataract Surgery Course for Ophthalmology Residents

2020 ◽  
Vol 12 (02) ◽  
pp. e298-e300
Author(s):  
John C. Lin ◽  
Alfred A. Paul ◽  
Ingrid U. Scott ◽  
Paul B. Greenberg
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Cataract Surgery ◽  
Disease Control ◽  
Graduate Medical Education ◽  
Core Competencies ◽  
Mental Practice ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Control And Prevention

AbstractTo present a revised, publicly available virtual reality cataract surgery course for ophthalmology residents that integrates a novel mental practice program into the curriculum, fulfills the six core competencies of the Accreditation Council for Graduate Medical Education, and adheres to the Centers for Disease Control and Prevention educational recommendations for the coronavirus disease 2019 pandemic.

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