scholarly journals Can virtual reality improve traditional anatomical education?: A randomized controlled trial on use of 3D skull model

2020 ◽  
Author(s):  
Shi Chen ◽  
Jiawei Zhu ◽  
Cheng Cheng ◽  
Zhouxian Pan ◽  
Lingshan Liu ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Controlled Trial ◽  
Controlled Study ◽  
Post Intervention ◽  
Positive Feedbacks ◽  
Randomized Controlled ◽  
Skull Model ◽  
Complex Anatomy ◽  
Identification Test ◽  
Theory Test

Abstract Background Anatomy teaching is trending towards a mixture of lectures, cadaveric models, 2D atlas and computer simulations. This paper presents a study which compare the educational effectiveness of virtual reality (VR) skull model with that of cadaveric skulls and atlas. Methods A randomized controlled study with 73 medical students was carried out with three different groups: VR skull (N = 25), cadaveric skull (N = 25) and atlas (N = 23). Anatomical structures were taught through an introductory lecture and a model-based learning. All students completed the pre- and post-intervention test, which is composed of a theory test and an identification test. Results Participants in all three groups gained significantly higher total scores at post-intervention test than at pre-intervention test; the post-identification test score of VR group was non-statistically higher than the other group (VR 30 [22-33.5], cadaver 26 [20-31.5], atlas 28[20-33]). Participants in VR and cadaver group provided more positive feedbacks on their learning models (VR 26 [19-30] vs. 25 [19.5-29.5] vs. 12 [9-20], p<0.05). Conclusions VR skull model showed equivalent efficiency in teaching anatomy structure as cadaver skull and atlas. In addition, VR can assist participants in understanding complex anatomy structures with higher motivation and tolerable adverse effects.

scholarly journals Can virtual reality improve traditional anatomy educational programmes?A mixed-methods study on the use of a 3D skull model

2020 ◽  
Author(s):  
Shi Chen ◽  
Jiawei Zhu ◽  
Cheng Cheng ◽  
Zhouxian Pan ◽  
Lingshan Liu ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Test Score ◽  
Mixed Methods Study ◽  
Traditional Teaching ◽  
Post Intervention ◽  
Anatomical Structures ◽  
Skull Model ◽  
Teaching Anatomy ◽  
Identification Test ◽  
Theory Test

Abstract Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. Methods: A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N=25), cadaver group (N=25) and atlas group (N=23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions. Results: The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22-33.5], cadaver: 26 [IQR: 20-31.5], atlas: 28[IQR: 20-33]; p>0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19-30], cadaver: 25 [IQR: 19.5-29.5], atlas: 12 [IQR: 9-20]; p<0.001). Conclusions: The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

scholarly journals Can virtual reality improve traditional anatomy educational programmes?A mixed-method study on the use of a 3D skull model

2020 ◽  
Author(s):  
Shi Chen ◽  
Jiawei Zhu ◽  
Cheng Cheng ◽  
Zhouxian Pan ◽  
Lingshan Liu ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Mixed Method ◽  
User Satisfaction ◽  
Mixed Method Study ◽  
Traditional Teaching ◽  
Post Intervention ◽  
Skull Model ◽  
Complex Anatomy ◽  
Level Of Motivation ◽  
Theory Test

Abstract Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, resulting in major increases in user satisfaction. However, while digital simulations may be more portable, interesting, or motivating than traditional teaching tools, it is unclear whether they are superior in terms of student learning. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The purpose of this study was to compare the results of teaching with VR with those of traditional teaching methods by administering objective questionnaires and perception surveys. Methods: A mixed-method study with 73 medical students was carried out with three different groups: the VR skull (N=25), cadaveric skull (N=25) and atlas (N=23) groups. Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which were composed of a theory test and an identification test. Results: The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-interview test score in the VR group was not statistically significantly higher than those of the other groups (VR: 30 [22-33.5], cadaver: 26 [20-31.5], atlas: 28[20-33]; p=0.571). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [19-30], cadaver: 25 [19.5-29.5], atlas: 12 [9-20]; p<0.0001).Conclusions: The VR skull model was equally efficient as the cadaver skull and atlas in terms of enabling students to learn anatomy. In addition, VR can aid participants in understanding complex anatomy structures with a higher level of motivation and mild adverse effects.

scholarly journals Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Shi Chen ◽  
Jiawei Zhu ◽  
Cheng Cheng ◽  
Zhouxian Pan ◽  
Lingshan Liu ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Test Score ◽  
Mixed Methods Study ◽  
Traditional Teaching ◽  
Post Intervention ◽  
Anatomical Structures ◽  
Skull Model ◽  
Teaching Anatomy ◽  
Identification Test ◽  
Theory Test

Abstract Background Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. Methods A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N = 25), cadaver group (N = 25) and atlas group (N = 23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions. Results The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22–33.5], cadaver: 26 [IQR: 20–31.5], atlas: 28[IQR: 20–33]; p > 0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19–30], cadaver: 25 [IQR: 19.5–29.5], atlas: 12 [IQR: 9–20]; p < 0.001). Conclusions The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

scholarly journals Can virtual reality improve traditional anatomy educational programmes?A mixed-methods study on the use of a 3D skull model

2020 ◽  
Author(s):  
Shi Chen ◽  
Jiawei Zhu ◽  
Cheng Cheng ◽  
Zhouxian Pan ◽  
Lingshan Liu ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Test Score ◽  
Mixed Methods Study ◽  
Traditional Teaching ◽  
Post Intervention ◽  
Anatomical Structures ◽  
Skull Model ◽  
Teaching Anatomy ◽  
Identification Test ◽  
Theory Test

Abstract Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, which result in major increases in user satisfaction. However, although digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The aim of this study was to compare the results of teaching with VR to results of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. Methods: A mixed-methods study with 73 medical students was conducted with three different groups, namely, the VR group (N=25), cadaver group (N=25) and atlas group (N=23). Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which comprised a theory test and an identification test. The theory test consisted of 18 multiple-choice questions, and the identification test consisted of 25 fill-in-the-blank questions.Results: The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-intervention test score in the VR group was not statistically significantly higher than the post-intervention test score of the other groups (VR: 30 [IQR: 22-33.5], cadaver: 26 [IQR: 20-31.5], atlas: 28[IQR: 20-33]; p>0.05). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [IQR: 19-30], cadaver: 25 [IQR: 19.5-29.5], atlas: 12 [IQR: 9-20]; p<0.001).Conclusions: The skull virtual learning resource (VLR) was equally efficient as the cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

scholarly journals Can virtual reality improve traditional anatomy education programmes? A mixed-methods study on the use of a 3D skull model

2020 ◽  
Author(s):  
Shi Chen ◽  
Jiawei Zhu ◽  
Cheng Cheng ◽  
Zhouxian Pan ◽  
Lingshan Liu ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Mixed Methods ◽  
User Satisfaction ◽  
Mixed Methods Study ◽  
Traditional Teaching ◽  
Post Intervention ◽  
Anatomical Structures ◽  
Skull Model ◽  
Teaching Anatomy ◽  
Theory Test

Abstract Background: Realistic, portable, and scalable lectures, cadaveric models, 2D atlases and computer simulations are being combined more frequently for teaching anatomy, resulting in major increases in user satisfaction. However, while digital simulations may be more portable, interesting, or motivating than traditional teaching tools, whether they are superior in terms of student learning remain unclear. This paper presents a study in which the educational effectiveness of a virtual reality (VR) skull model is compared with that of cadaveric skulls and atlases. The purpose of this study was to compare the results of teaching with VR to those of teaching with traditional teaching methods by administering objective questionnaires and perception surveys. Methods: A mixed-methods study with 73 medical students was carried out with three different groups: the VR skull (N=25), cadaveric skull (N=25) and atlas (N=23) groups. Anatomical structures were taught through an introductory lecture and model-based learning. All students completed the pre- and post-intervention tests, which were composed of a theory test and an identification test. Results: The participants in all three groups had significantly higher total scores on the post-intervention test than on the pre-intervention test; the post-interview test score in the VR group was not statistically significantly higher than those of the other groups (VR: 30 [22-33.5], cadaver: 26 [20-31.5], atlas: 28[20-33]; p=0.571). The participants in the VR and cadaver groups provided more positive feedback on their learning models than the atlas group (VR: 26 [19-30], cadaver: 25 [19.5-29.5], atlas: 12 [9-20]; p<0.0001).Conclusions: The skull VLR was equally efficient with cadaver skull and atlas in teaching anatomy structures. Such a model can aid individuals in understanding complex anatomical structures with a higher level of motivation and tolerable adverse effects.

scholarly journals Effects of Specific Virtual Reality-Based Therapy for the Rehabilitation of the Upper Limb Motor Function Post-Ictus: Randomized Controlled Trial

2021 ◽  
Vol 11 (5) ◽  
pp. 555
Author(s):  
Marta Rodríguez-Hernández ◽  
Begoña Polonio-López ◽  
Ana-Isabel Corregidor-Sánchez ◽  
José L. Martín-Conty ◽  
Alicia Mohedano-Moriano ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Motor Function ◽  
Conventional Treatment ◽  
Controlled Trial ◽  
Upper Extremities ◽  
Control Group ◽  
Post Intervention ◽  
Randomized Controlled ◽  
Virtual Reality Exposure ◽  
Experimental Group

This research analyzed the combined effect of conventional treatment and virtual reality exposure therapy on the motor function of the upper extremities in people with stroke. We designed a randomized controlled trial set in the rehabilitation and neurology departments of a hospital (Talavera de la Reina, Spain). The subjects included 43 participants, all randomized into experimental (conventional treatment + virtual reality exposure therapy) and control group (conventional treatment).; The main measures were Fugl-Meyer Assessment for upper extremity, Modified Ashworth Scale, and Stroke Impact Scale 3.0. The results included 23 patients in the experimental (62.6 ± 13.5 years) and 20 in the control group (63.6 ± 12.2 years) who completed the study. After the intervention, muscle tone diminished in both groups, more so in the experimental group (mean baseline/post-intervention: from 1.30 to 0.60; η2 = 0.237; p = 0.001). Difficulties in performing functional activities that implicate the upper limb also diminished. Regarding the global recovery from stroke, both groups improved scores, but the experimental group scored significantly higher than the controls (mean baseline/post-intervention: from 28.7 to 86.5; η2 = 0.633; p = 0.000). In conclusion, conventional rehabilitation combined with specific virtual reality seems to be more efficacious than conventional physiotherapy and occupational therapy alone in improving motor function of the upper extremities and the autonomy of survivors of stroke in activities of daily living.

scholarly journals Mental Imagery Interventions to Promote Face Covering Use During the COVID-19 Pandemic: Study Protocol for a Randomized Controlled Trial.

2021 ◽  
Author(s):  
Dominic Conroy
Keyword(s):  
Behavior Change ◽  
Mental Imagery ◽  
Controlled Trial ◽  
Primary Objective ◽  
Controlled Study ◽  
Perceived Behavioral Control ◽  
Post Intervention ◽  
Intervention Effects ◽  
Randomized Controlled ◽  
Behavior Change Interventions

Abstract BackgroundThe 2020 COVID-19 pandemic has witnessed wide-ranging efforts to minimize the spread of the virus and to protect those most vulnerable to becoming unwell following viral infection. Core COVID-19 preventive measures include social distancing, regular hand washing and wearing face coverings in public places. Understanding links between social cognitive factors relating to beliefs/skills is important in the context of the COVID-19 pandemic, as this can suggest which factors might be targeted via behavior change interventions to promote adherence to COVID-19 preventative behaviors. In this context, mental imagery exercises - self-directed imagining an anticipated outcome or processes linked to a defined behavior/activity - offer a well evidenced, relatively simple behavior change intervention. In the mental imagery invention reported in this protocol, individuals will be randomly assigned to one of four separate conditions (outcome imagery, process imagery, outcome and process imagery, control).MethodsThe primary objective of this randomized controlled study is to assess the effectiveness of a mental imagery intervention on face covering behavior, as a defined core COVID-19 preventative behavior. Participants will consist of UK-based adults of any age. Participants will be randomized to complete an ‘outcome imagery’ or a ‘process imagery’ exercise, both exercises (i.e. a combined condition) or neither exercise (i.e. a control condition). A total of 260 individuals will be recruited into the study. Outcomes for all study condition arms will be assessed at baseline (T1), immediately post-intervention (T2), and at a 1-month follow-up (T3). The primary outcome is frequency of face covering behavior at T2 and T3. Secondary outcomes include intervention effects on face covering attitudes, social norms, perceived behavioral control and barrier self-efficacy at T2 and T3. Putative moderators of intervention effects are conscientiousness, narcissism and ‘light triad’ personality traits. DiscussionThis trial will contribute toward the currently sparse evidence base concerning behavior change techniques designed to promote COVID-19 preventative behaviors in general population and targeted settings. Trial registrationClinicalTrials.gov (U.S. National Library of Medicine), NCT04583449. Retrospectively registered on 20 October 2020.

scholarly journals Effects of Virtual Reality-based Motor Control Training on Inflammation, Oxidative Stress and Neuroplasticity in Patients with Chronic Stroke: A Randomized Controlled Trial

2021 ◽  
Author(s):  
Chien-Yu Huang ◽  
Wei-Chi Chiang ◽  
Ya-Chin Yeh ◽  
Shih-Chen Fan ◽  
Wan-Hsien Yang ◽  
...  
Keyword(s):  
Oxidative Stress ◽  
Virtual Reality ◽  
Motor Control ◽  
Upper Limb ◽  
Motor Performance ◽  
Controlled Trial ◽  
Controlled Study ◽  
Heme Oxygenase 1 ◽  
Randomized Controlled ◽  
Vr Training

Abstract Background: Virtual reality (VR)-based rehabilitation is the innovative approach in motor control training in individuals with stroke. Currently, most outcome assessments of motor performance in stroke were based on subjective functional scales and instruments. Detecting serum biomarkers related to inflammation, oxidative stress and neuroplasticity, might provide precise and subtle changes after motor control training in patients with stroke.Objectives: This study aims to identify the effects of immersive VR-based intervention of motor control training on motor function improvement, inflammation, oxidative stress and neuroplasticity in patients with stroke.Methods: This is an assessor-blinded, randomized controlled study. Patients with stroke will be randomly assigned to VR training (VRT) group or the conventional occupational therapy (COT) group. Clinical assessments will include motor performance and active range of motion (AROM) of the upper limb. Serum concentrations of inflammation, oxidative stress and neuroplasticity will be assessed, including interleukin 6 (IL-6), intracellular adhesion molecule 1 (ICAM-1), heme oxygenase 1 (HO-1), 8-hydroxy-2-deoxyguanosine (8-OHdG), and brain-derived neurotrophic factor (BDNF).Expected outcomes: After the intervention, both groups will show improvements in motor performance and the changes of inflammation, oxidative stress and neuroplasticity. As compared to the COT group, the VRT group will show greater improvements in motor performance and AROM of the upper limb, greater induction of HO-1 and BDNF levels, and greater reductions in 8-OHdG.The trial registration number for this study is ChiCTR2100047853.

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