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 ◽  
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 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 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 A Mixed Method Study to Explore the Feasibility and Patient Satisfaction of Two Different Exercise Programs in Systemic Sclerosis Associated Microstomia

2020 ◽  
Author(s):  
Ellinor Sydow ◽  
Sabien Severi ◽  
Kristien Van der Elst ◽  
Patrick Verschueren ◽  
René Westhovens ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
Systemic Sclerosis ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Exercise Programs ◽  
Post Intervention ◽  
Oral Aperture ◽  
The Face ◽  
Group A ◽  
Group B

Abstract BackgroundSystemic sclerosis (SSc) is a severe autoimmune disease often leading to fibrotic cutaneous involvement of the face. Reduced oral aperture is associated with impaired food intake, oral hygiene and secondary dental problems. Stretching and oral augmentation exercises can increase oral aperture but are often hampered by low adherence rates. The aim of this mixed method study was to explore feasibility, patient satisfaction and effectiveness of two exercise programs in SSc-associated microstomia.MethodsAdult patients (<18 years) suffering from systemic sclerosis (fulfilling the ACR/EULAR 2013 criteria) and microstomia (maximal oral aperture <40mm) were randomized to two groups. Group A exercised with a passive jaw motion device (Therabiteâ), and Group B performed mouth-stretching exercises. Patients were expected to exercise for 10 minutes, 3 times/day for 3 months, completed an exercise diary and were contacted 4 times by telephone. Patients were evaluated at baseline, 3 months (period without intervention), 6 months (after 3 months of intervention) and at 9 months (post-intervention visit). At month 6 semi-structured one‐to‐one interviews were conducted, recorded, transcribed verbatim and analyzed using Qualitative Analysis Guide of Leuven (QUAGOL).ResultsWe included 6 women and 3 men, median age 60 years (range 40-75) and median disease duration 8 years (range 3-22). At 6 months, all patients in group A (n=4) and 4 in group B (n=5) improved with a median of 9mm (range 2-10) and 7mm (range 4-11), respectively. The proportion of executed to the planned number of exercises ranged between 63.7% and 98,9% in group A and between 48.5% and 97,4% in group B. Maintenance of the increase in oral aperture was noted in patients that continued to exercise daily. All 9 patients attended the interview that revealed three themes: drivers, challenges and perceived improvement. ConclusionBoth interventions improve maximal oral aperture. The adherence to therapy was high but none of the patients considered it feasible to continue practicing 3 times/day. Future studies are needed in order to define feasible long-term exercise programs.

scholarly journals A mixed method study exploring patient satisfaction and feasibility of two exercise programs in systemic sclerosis associated microstomia

2021 ◽  
Author(s):  
Ellinor Sydow ◽  
Kristien Van der Elst ◽  
Patrick Verschueren ◽  
Jan Lenaerts ◽  
René Westhovens ◽  
...  
Keyword(s):  
Patient Satisfaction ◽  
Systemic Sclerosis ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Exercise Programs ◽  
Post Intervention ◽  
Oral Aperture ◽  
The Face ◽  
Group A ◽  
Group B

Abstract Objectives Systemic sclerosis (SSc) is often leading to fibrotic cutaneous involvement of the face and reduced oral aperture with impaired food intake and oral hygiene. Oral exercises can increase oral aperture but are often hampered by low adherence rates. The aim of this mixed method study was to explore feasibility, patient satisfaction and effectiveness of two exercise programs in SSc-associated microstomia. Methods Adult patients suffering from SSc and microstomia (maximal oral aperture &lt;40mm) were randomized to two groups. Group A exercised with a jaw motion device (Therabite®), and Group B performed mouth-stretching exercises. Patients were expected to exercise for 10 minutes, 3 times/day for 3 months. Patients were evaluated at baseline, 3 months (period without intervention), 6 months (after 3 months of intervention) and at 9 months (post-intervention). At month 6 semi-structured one-to-one interviews were conducted. Results We included 6 women and 3 men, median age 60 years and median disease duration 8 years. At 6 months, all patients in group A (n = 4) and 4 in group B (n = 5) improved with a median of 9mm and 7mm, respectively. The adherence ranged between 63.7% and 98,9% in group A and between 48.5% and 97,4% in group B. The interview that revealed three themes: drivers, challenges and perceived improvement. Conclusion Both interventions improve maximal oral aperture. The adherence to therapy was high but none of the patients considered it feasible to continue practicing 3 times/day. Future studies are needed in order to define feasible long-term exercise programs.

scholarly journals Virtual Reality Speaking Application Utilisation in Combatting Presentation Apprehension

2019 ◽  
Vol 15 (3) ◽  
pp. 235 ◽  
Author(s):  
Siti Maftuhah Damio ◽  
Qistina Ibrahim
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Mixed Method ◽  
Qualitative Interviews ◽  
Mixed Method Study ◽  
Real Situation ◽  
Learning And Teaching ◽  
Faculty Of Education ◽  
Oral Presentations ◽  
Future Work

Virtual Reality (VR) application in the field of education has been an ongoing endeavour. It is believed that VR provides an opportunity for students to learn in a real situation through the exposure of artificially created reality and the use of visual which improves the learning by enhancing study focus (Piovesan, Passerion and Pereira, 2012). The accessibility to VR is made even easier with the invention of wireless VR. Incorporating this technology in language learning is a logical step, particularly in combatting students’ apprehension to carry out presentations. Thus, the focus of this study is to investigate UiTM Faculty of Education TESL postgraduates’ attitude in using virtual reality speaking application to ease their presentation apprehension.  A mixed-method study is adopted by incorporating both quantitative (questionnaire) and qualitative (interviews) approaches. A purposive sampling of twenty-four TESL postgraduates is used to gather data which was then analysed using SPSS version 23 for the questionnaire and thematic analysis for the interview. Descriptive statistics is used to present the findings. The findings show that the participants have limited knowledge of VR speaking application. Nonetheless, they are very interested and motivated to use the application as part of their presentation preparation especially in easing their apprehension. VR speaking application provides a crucial connection in improving oral presentations skills, but it is not the best approach for teachers to develop speaking skills. As this study is based on the respondents’ perceptions, future work is necessary to statistically study the effectiveness of VR speaking technology in language learning as well as investing if any significant relationship is formed between VR speaking application and language learning and teaching variables.

An Investigation of the Sexual and Relational Difficulties of Women Who Survived Sexual Assault: A Mixed-Method Study

2013 ◽  
Author(s):  
David Martinez Alpizar ◽  
Patricia Cabral ◽  
Mohena Moreno ◽  
Nouha H. Hallak ◽  
Luciana Lagana
Keyword(s):  
Sexual Assault ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Relational Difficulties

Primary prevention in the general practitioner office - a mixed-method study

2012 ◽  
Vol 74 (08/09) ◽  
Author(s):  
C Holmberg ◽  
G Sarganas ◽  
N Mittring ◽  
V Braun ◽  
L Dini ◽  
...  
Keyword(s):  
General Practitioner ◽  
Primary Prevention ◽  
Mixed Method ◽  
Mixed Method Study
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