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-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 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-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.

Assessing the Effectiveness of Teaching Anatomy with Virtual Reality

2019 ◽  
Author(s):  
Mildred V. López Cabrera ◽  
José Gerardo Carrillo ◽  
Juan Pablo Nigenda ◽  
Ricardo Treviño González ◽  
Jorge E. Valdez-García ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Teaching Anatomy

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

scholarly journals Research on Key Techniques for Enginery Teaching Platform Based on Computer Dynamic Simulation Technique

2016 ◽  
Vol 11 (08) ◽  
pp. 54
Author(s):  
Huiping Guo ◽  
Lin Zhu ◽  
Fengxin Yan
Keyword(s):  
Virtual Reality ◽  
Dynamic Simulation ◽  
Information Technologies ◽  
Operating Experience ◽  
Traditional Teaching ◽  
Teaching Mode ◽  
Teaching Platform ◽  
Web Teaching ◽  
Key Techniques ◽  
The Web

The web teaching platform based on virtual reality technique is a challenge to the traditional teaching mode and a necessity with the development and maturity of information technologies. Based on the easily made and operated VR techniques with its immersion and interactivity, this paper combined resources about the enginery knowledge and information to build the overall platform. It significantly improves users’ feeling about and understanding of the part models. It can be visually perceived and is flexible and convenient, providing users with operating experience which makes virtual reality and the real world consistent with each other. Eventually, both people and models can dynamically interact and perceptively communicate with each other.

scholarly journals A Virtual Reality-Based Self-Help Intervention for Dealing with the Psychological Distress Associated with the COVID-19 Lockdown: An Effectiveness Study with a Two-Week Follow-Up

2021 ◽  
Vol 18 (15) ◽  
pp. 8188
Author(s):  
Giuseppe Riva ◽  
Luca Bernardelli ◽  
Gianluca Castelnuovo ◽  
Daniele Di Lernia ◽  
Cosimo Tuena ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Psychological Distress ◽  
Outcome Measures ◽  
Perceived Stress ◽  
Social Connectedness ◽  
Primary Outcome ◽  
Post Intervention ◽  
Stress Levels ◽  
Secondary Outcomes

The aim of this study is to investigate the effectiveness of a novel self-administered at-home daily virtual reality (VR)-based intervention (COVID Feel Good) for reducing the psychological burden experienced during the COVID-19 lockdown in Italy. A total of 40 individuals who had experienced at least two months of strict social distancing measures followed COVID Feel Good between June and July 2020 for one week. Primary outcome measures were depression, anxiety, and stress symptoms, perceived stress levels, and hopelessness. Secondary outcomes were the experienced social connectedness and the level of fear experienced during the COVID-19 pandemic. Linear mixed-effects models were fitted to evaluate the effectiveness of the intervention. Additionally, we also performed a clinical change analysis on primary outcome measures. As concerning primary outcome measures, participants exhibited improvements from baseline to post-intervention for depression levels, stress levels, general distress, and perceived stress (all p < 0.05) but not for the perceived hopelessness (p = 0.110). Results for the secondary outcomes indicated an increase in social connectedness from T0 to T1 (p = 0.033) but not a significant reduction in the perceived fear of coronavirus (p = 0.412). Among these study variables, these significant improvements were maintained from post-intervention to the 2-week follow-up (p > 0.05). Results indicated that the intervention was associated with good clinical outcomes, low-to-no risks for the treatment, and no adverse effects or risks. Globally, evidence suggests a beneficial effect of the proposed protocol and its current availability in 12 different languages makes COVID Feel Good a free choice for helping individuals worldwide to cope with the psychological distress associated with the COVID-19 crisis, although large scale trials are needed to evaluate its efficacy.

scholarly journals Balance rehabilitation with a virtual reality protocol for patients with hereditary spastic paraplegia: Protocol for a clinical trial

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249095
Author(s):  
Bianca Simone Zeigelboim ◽  
Maria Renata José ◽  
Geslaine Janaina Bueno dos Santos ◽  
Maria Izabel Rodrigues Severiano ◽  
Hélio Afonso Ghizoni Teive ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Virtual Reality ◽  
Hereditary Spastic Paraplegia ◽  
Vestibular Rehabilitation ◽  
Rehabilitation Program ◽  
Controlled Clinical Trial ◽  
Spastic Paraplegia ◽  
Post Intervention ◽  
Group I ◽  
Alternative Treatment Option

Background Neurodegenerative diseases are sporadic hereditary conditions characterized by progressive dysfunction of the nervous system. Among the symptoms, vestibulopathy is one of the causes of discomfort and a decrease in quality of life. Hereditary spastic paraplegia is a heterogeneous group of hereditary degenerative diseases involving the disorder of a single gene and is characterized by the progressive retrograde degeneration of fibers in the spinal cord. Objective To determine the benefits of vestibular rehabilitation involving virtual reality by comparing pre intervention and post intervention assessments in individuals with hereditary spastic paraplegia. Methods In this randomized controlled clinical trial from the Rebec platform RBR-3jmx67 in which allocation concealment was performed and the evaluators be blinded will be included. The participants will include 40 patients diagnosed with hereditary spastic paraplegia. The interventions will include vestibular rehabilitation with virtual reality using the Wii® console, Wii-Remote and Wii Balance Board (Nintendo), and the studies will include pre- and post intervention assessments. Group I will include twenty volunteers who performed balance games. Group II will include twenty volunteers who performed balance games and muscle strength games. The games lasted from 30 minutes to an hour, and the sessions were performed twice a week for 10 weeks (total: 20 sessions). Results This study provides a definitive assessment of the effectiveness of a virtual reality vestibular rehabilitation program in halting the progression of hereditary spastic paraplegia, and this treatment can be personalized and affordable. Conclusion The study will determine whether a vestibular rehabilitation program with the Nintendo Wii® involving virtual reality can reduce the progressive effect of hereditary spastic paraplegia and serve as an alternative treatment option that is accessible and inexpensive. Rebec platform trial: RBR-3JMX67.

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