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.

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

scholarly journals VIRTUAL REALITY MEDICAL EDUCATION PROJECT ENHANCES EMPATHY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S298-S299
Author(s):  
Marilyn R Gugliucci
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Virtual Reality ◽  
Hearing Loss ◽  
Medical Students ◽  
New England ◽  
Macular Degeneration ◽  
Hand Tracking ◽  
Care Utilization ◽  
Adult Health

Abstract Introduction: It is particularly important that innovative learning modalities are utilized to augment medical students’ learning about empathy in relation to older adult health care. As the older population increases and lives longer, their health care utilization is predicted to increase dramatically. Methods: 1st year osteopathic medical students (N=174) at the University of New England were required to complete the National Network of Libraries of Medicine (NN/LM) New England Region (NER) grant funded Embodied Labs’ “We Are Alfred” Virtual Reality (VR) module (15 min) and a pre/post-test. The students assumed the role of Alfred, a 74 y/o African American male with macular degeneration and hearing loss. “We Are Alfred” utilizes a virtual reality headset, headphones, and a hand-tracking device to immerse students into Alfred’s experiences as a patient. Descriptive statistics and t-tests were applied for data analyses. Results: Learning was broad and significant: 94% reported increased empathy; 92% reported increased learning about macular degeneration; and 90% reported increased learning about hearing loss. Qualitative data collected from the pre-tests and post-tests supported learning on empathy with 4 associated themes (Personal Experiences, Perceptions of Older Adults, Thoughts about Health, Descriptors of Aging).. Conclusion: Virtual reality was deemed a successful medical education learning tool for these medical students. Utilizing this technology to create an immersive case study taught these medical students about the aging experience from the first-person patient perspective.

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 Evaluation of Virtual Reality Technology and Online Teaching System for Medical Students in Ukraine During COVID-19 Pandemic

2021 ◽  
Vol 16 (23) ◽  
pp. 127-139
Author(s):  
Yaroslav Volodymyrovych Tsekhmister ◽  
Tetiana Konovalova ◽  
Bogdan Yaroslavovych Tsekhmister ◽  
Amit Agrawal ◽  
Dipanjana Ghosh
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Online Learning ◽  
Medical Students ◽  
Time Management ◽  
Online Teaching ◽  
Digital Learning ◽  
Virtual Reality Technology ◽  
Teaching System ◽  
National Medical

A study has been conducted to evaluate the virtual reality technology and online teaching system among medical students of Bogomolets National Medical University, Ukraine during COVID-19 pandemic. The final questionnaire contained the 15 questions with 5 options to comprehensively evaluate the virtual reality technology and online teaching system. The feedback of the survey was analyzed to find effectiveness of virtual reality technology and online teaching in medical education in Ukraine. Data of survey reflected that mostly students adopted and agreed on virtual reality technology and online teaching and admitted that these technologies are best alternatives to physical learning with the 65.79% an agreement with the user-friendly interface for virtual reality and online teaching system, while, 64.03% showed an agreement that virtual reality and online teaching system compensated the suspension of face-to-face medical education during the COVID-19. During online learning, there was ample time for educational activities as depicted from their response of 36.84% as strongly agree, 35.96% as agree, 6.14% as disagree, 4.39% as strongly disagree and 16.67% as neither agree nor disagree. Tutors/teachers also enjoyed virtual reality and online learning through their experience and flexibility in time management. Likewise, the results of all questions showed positive reviews and encouraged virtual reality and online teaching in academic continuity and stability in medical education in Ukraine. It can be concluded that digital learning environments are extremely effective in terms of medical students and staff satisfaction, accomplishment, and technical learning skill growth.

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

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