scholarly journals Effectiveness and Utility of Virtual Reality Simulation as an Educational Tool for Safe Performance of COVID-19 Diagnostics: Prospective, Randomized Pilot Trial

10.2196/29586 ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. e29586
Author(s):  
Tanja Birrenbach ◽  
Josua Zbinden ◽  
George Papagiannakis ◽  
Aristomenis K Exadaktylos ◽  
Martin Müller ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
User Satisfaction ◽  
Clinical Skills ◽  
Pilot Trial ◽  
Traditional Learning ◽  
Control Group ◽  
Nasopharyngeal Swab ◽  
Before And After ◽  
Based Instruction

Background Although the proper use of hygiene and personal protective equipment (PPE) is paramount for preventing the spread of diseases such as COVID-19, health care personnel have been shown to use incorrect techniques for donning/doffing of PPE and hand hygiene, leading to a large number of infections among health professionals. Education and training are difficult owing to the social distancing restrictions in place, shortages of PPE and testing material, and lack of evidence on optimal training. Virtual reality (VR) simulation can offer a multisensory, 3-D, fully immersive, and safe training opportunity that addresses these obstacles. Objective The aim of this study is to explore the short- and long-term effectiveness of a fully immersive VR simulation versus a traditional learning method regarding a COVID-19–related skill set and media-specific variables influencing training outcomes. Methods This was a prospective, randomized controlled pilot study on medical students (N=29; intervention VR training, n=15, vs control video-based instruction, n=14) to compare the performance of hand disinfection, nasopharyngeal swab taking, and donning/doffing of PPE before and after training and 1 month later as well as variables of media use. Results Both groups performed significantly better after training, with the effect sustained over one month. After training, the VR group performed significantly better in taking a nasopharyngeal swab, scoring a median of 14 out of 17 points (IQR 13-15) versus 12 out of 17 points (IQR 11-14) in the control group, P=.03. With good immersion and tolerability of the VR simulation, satisfaction was significantly higher in the VR group compared to the control group (median score of User Satisfaction Evaluation Questionnaire 27/30, IQR 23-28, vs 22/30, IQR 20-24, in the control group; P=.01). Conclusions VR simulation was at least as effective as traditional learning methods in training medical students while providing benefits regarding user satisfaction. These results add to the growing body of evidence that VR is a useful tool for acquiring simple and complex clinical skills.

scholarly journals Effectiveness and utility of virtual reality simulation as educational tool for safe performance of COVID-19 diagnostics: a prospective, randomized pilot trial (Preprint)

2021 ◽  
Author(s):  
Tanja Birrenbach ◽  
Josua Zbinden ◽  
George Papagiannakis ◽  
Aristomenis K Exadaktylos ◽  
Martin Müller ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
User Satisfaction ◽  
Clinical Skills ◽  
Pilot Trial ◽  
Three Dimensional ◽  
Healthcare Personnel ◽  
Traditional Learning ◽  
Nasopharyngeal Swab ◽  
Based Instruction

BACKGROUND Although the proper use of hygiene and personal protective equipment (PPE) is paramount for preventing the spread of a disease such as COVID-19, healthcare personnel uses incorrect technique for donning/doffing of PPE and hand hygiene, leading to a large number of infections among health professionals. Education and training is difficult with social distancing restrictions in place, shortage of PPE and testing material and lack of evidence on optimal training. Virtual reality (VR) simulation can offer a multisensory, three-dimensional, fully immersive, and safe training opportunity, which addresses these obstacles. OBJECTIVE Explore the short- and long-term effectiveness of a fully immersive VR simulation vs. a traditional learning method regarding a COVID related skillset and media-specific variables influencing training outcomes. METHODS Prospective randomized controlled pilot study on medical students (n=29, intervention VR training, n=15 vs. control video-based instruction, n=14) to compare performance of hand disinfection, nasopharyngeal swab taking, and donning/doffing of PPE before/after training and one month later as well as variables of media use RESULTS Both groups performed significantly better after training with sustaining the effect over one month. After training, the VR group performed significantly better in taking a nasopharyngeal swab, scoring a median of 14/17 (IQR 13-15) vs. 12/17 (IQR 11-14) in the control, P= .027. With good immersion and tolerability of VR simulation, satisfaction was significantly higher in the VR group compared to control (median of User Satisfaction Evaluation Questionnaire 27/30 (IQR 23-28) vs. 22/30 (IQR 20-24) in the control, P= .011). CONCLUSIONS VR simulation was similarly effective, and partly even more effective than traditional learning methods in training medical students. These results add to the growing body of evidence of VR being a useful tool for acquiring simple and complex clinical skills.

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

scholarly journals Fall-Prone Older People's Attitudes towards the Use of Virtual Reality Technology for Fall Prevention

Gerontology ◽  
2017 ◽  
Vol 63 (6) ◽  
pp. 590-598 ◽  
Author(s):  
Kim Dockx ◽  
Lisa Alcock ◽  
Esther Bekkers ◽  
Pieter Ginis ◽  
Miriam Reelick ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Older People ◽  
Fall Prevention ◽  
User Satisfaction ◽  
Treadmill Training ◽  
Control Group ◽  
Virtual Reality Technology ◽  
Positive Attitudes ◽  
People’S Attitudes ◽  
Attitudinal Changes

Background: Virtual reality (VR) technology is a relatively new rehabilitation tool that can deliver a combination of cognitive and motor training for fall prevention. The attitudes of older people to such training are currently unclear. Objective: This study aimed to investigate: (1) the attitudes of fall-prone older people towards fall prevention exercise with and without VR; (2) attitudinal changes after intervention with and without VR; and (3) user satisfaction following fall prevention exercise with and without VR. Methods: A total of 281 fall-prone older people were randomly assigned to an experimental group receiving treadmill training augmented by VR (TT+VR, n = 144) or a control group receiving treadmill training alone (TT, n = 137). Two questionnaires were used to measure (1) attitudes towards fall prevention exercise with and without VR (AQ); and (2) user satisfaction (USQ). AQ was evaluated at baseline and after intervention. USQ was measured after intervention only. Results: The AQ revealed that most participants had positive attitudes towards fall prevention exercise at baseline (82.2%) and after intervention (80.6%; p = 0.144). In contrast, only 53.6% were enthusiastic about fall prevention exercise with VR at baseline. These attitudes positively changed after intervention (83.1%; p < 0.001), and 99.2% indicated that they enjoyed TT+VR. Correlation analyses showed that postintervention attitudes were strongly related to user satisfaction (USQ: r = 0.503; p < 0.001). Conclusions: Older people's attitudes towards fall prevention exercise with VR were positively influenced by their experience. From the perspective of the user, VR is an attractive training mode, and thus improving service provision for older people is important.

scholarly journals Immunization competence retention in medical students: a comparation between conventional lectures and lectures with simulations method

2016 ◽  
Vol 55 (6) ◽  
pp. 339 ◽  
Author(s):  
Hartono Gunadi ◽  
Rini Sekartini ◽  
Retno Asti Werdhani ◽  
Ardi Findyartini ◽  
Muhammad Arvianda Kevin Kurnia
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Medical School ◽  
Intervention Group ◽  
Control Group ◽  
Vaccine Preventable Diseases ◽  
Before And After ◽  
Quasi Experimental

Background Immunization is recognized as one of the strategiesto reduce vaccine preventable diseases. Competency related toimmunization are consequently important for medical students andthe medical school needs to assure the competence acquisition.Objective To assess competence related to immunization andits retention following lectures with simulations compared tolectures only.Methods A quasi-experimental study was conducted to the 5th yearstudents of University of Indonesia Medical School during the ChildAdolescent Health Module in 2012-2013. The intervention grouphad lectures with simulations and the control group had lecturesonly. Immunization knowledge was assessed with a 30 multiplechoice question (MCA) items performed before and after themodule. Competence retention was assessed by MCQ (knowledge)and OSCE (skills) 2-6 months afterwards.Results Sixty eight subjects for each group with similarcharacteristics were analyzed. There was significant differenceafter module MCQ score between two groups. Competenceretention in 2-6 months after module completion was betterin intervention group, both for the knowledge (median MCQscore of 70.00 (range 37-93) vs. mean score of 58.01 (SD 12.22),respectively; P<0.001) and skill (OSCE mean scores of 75.21 (SD10.74) vs. 62.62 (SD 11.89), respectively; P < 0.001). Proportionof subjects in the intervention group who passed both the MCQand OSCE were also significantly greater.Conclusion Lectures with simulations are proved to bemore effective in improving medical students’ immunizationcompetence as well as its retention compared to lectures onlyapproach.

scholarly journals The Effect of Resource-Based Instructions on Pre-service Biology Teachers’ Attitudes towards Learning Biology

2021 ◽  
Vol 20 (8) ◽  
pp. 262-277
Author(s):  
Josiane Mukagihana ◽  
Catherine M Aurah ◽  
Florien Nsanganwimana
Keyword(s):  
Negative Attitude ◽  
Control Group ◽  
Biology Teachers ◽  
Lecture Method ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Teachers Attitudes ◽  
Attitudes Towards Learning

A positive attitude correlates to successful learning; while a negative attitude leads to poor learning. The present study aimed to compare the pre-service biology teachers’ attitudes towards learning biology and assessing their attitudinal change before and after being taught by resource-based instructions (RBI) in Rwanda. A survey-research design was used, in combination with a quasi-experimental control group, and the equivalent time-series designs. Pre-service biology teachers were taught at a public university in three separate groups, with one control group and two experimental groups. Each group received a pre-attitude and a post-attitude assessment. In contrast, at a private university, they were taught as a single group, in a series of instructions, starting with the lecture method, followed by animation-based instruction and small- group laboratory activities, in which at each stage, the pre-service biology teachers received the same assessment. The biology Attitudinal Scale showed a Cronbach alpha reliability of 0.625 before its use. The data were analyzed quantitatively; and the results revealed no statistically significant difference between the public and the private pre-service teachers’ attitudes before learning microbiology. After the teaching interventions, the results revealed that both the traditional and the resource-based instructions improved the pre-service biology teachers’ attitudes towards learning biology, as a result of their improved maturity and their anticipated future teaching career.

The Effects of Task-Based Instruction on High School Students’ Writing Outcomes

2021 ◽  
Vol 11 (4) ◽  
pp. 0-0
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Strategy ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Before And After ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Experimental Group

The goal of this study was to see whether task-based instruction could enhance EFL students' writing fluency and accuracy. Sixty grade 11 students from two complete classrooms at Dai An High School in Tra Vinh Province, Vietnam, participated in this research. The experimental group was taught to write essays using task-based training, whereas the control group was trained using product-based training. Writing skills were assessed before and after the exam. The fourteen-week intervention with task-based training showed significant improvements in post-test scores for the experimental group. The current study also developed a fresh and innovative teaching strategy to help local teachers enhance their performance.

scholarly journals Self-Regulation in Children with Neurodevelopmental Disorders “SR-MRehab: Un Colegio Emocionante”: A Protocol Study

2020 ◽  
Vol 17 (12) ◽  
pp. 4198
Author(s):  
Dulce Romero-Ayuso ◽  
Pablo Alcántara-Vázquez ◽  
Ana Almenara-García ◽  
Irene Nuñez-Camarero ◽  
José Matías Triviño-Juárez ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Neurodevelopmental Disorders ◽  
Controlled Trial ◽  
Self Regulation ◽  
Control Group ◽  
Intervention Process ◽  
Before And After ◽  
Cognitive Modulation ◽  
Protocol Study ◽  
Natural Way

Self-regulation refers to the ability to control and modulate behavior, and it can include both emotional and cognitive modulation. Children with neurodevelopmental disorders may show difficulties in self-regulation. The main objective of this study is to improve self-regulation skills in children between 6 and 11 years of age with neurodevelopmental disorders. Methodology: A randomized controlled trial will be conducted with the use of “SR-MRehab: Un colegio emocionante”, based on a non-immersive virtual reality system where virtual objects can be managed by children in a natural way using their hands. Children will be recruited from several schools of Granada (Spain) and they will be randomly allocated to two groups. An assessment will be conducted before and after the intervention and 24 weeks after the end of the intervention process. The experimental group will receive the intervention using virtual reality. The control group will receive a standard self-regulation program. Both interventions will be performed once a week for a total of 10 sessions. Changes in self-regulation, as well as the acceptability of technology with the use of SR-MRehab, will be evaluated. The results will be published and will provide evidence regarding the use of this type of intervention in children with neurodevelopmental disorders. Trial registration: Registered with code NCT04418921.

Effects of Electroacupuncture on Stress-Related Symptoms in Medical Students: A Randomised Placebo-Controlled Study

2014 ◽  
Vol 32 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Marcio Dias ◽  
Guillermo Coca Vellarde ◽  
Beni Olej ◽  
Ana Emília Teófilo Salgado ◽  
Ighor de Barros Rezende
Keyword(s):  
Medical Students ◽  
Sleep Quality ◽  
Maslach Burnout Inventory ◽  
Controlled Study ◽  
Control Group ◽  
Life Questionnaire ◽  
Student Survey ◽  
Before And After ◽  
Mental Symptoms ◽  
Continuous Frequency

Objective To assess the effects of electroacupuncture (EA) on relieving stress-related symptoms—sleep disorders, anxiety, depression and burnout—in medical students. Methods Eighty-two students were randomised into an EA treatment group (n=30), a sham TENS group (n=18) and an untreated control group (n=34). EA was applied at a continuous frequency of 2 Hz to the limbs, face, ears and scalp for 20 min once a week, over 6–8 weeks. Sham transcutaneous electrical nerve stimulation (TENS) was performed on similar sites for the same number of times in each session and for the same length of time. Outcome measurements included a comparison of the indices obtained by different self-applied questionnaires before and after treatment. The surveys used were the Mini-Sleep Questionnaire (MSQ), Pittsburgh Sleep Quality Index (PSQI), Epworth Sleepiness Scale (ESS), the Beck Depression and Anxiety Inventories (BDI and BAI) and the Maslach Burnout Inventory—Student Survey (MBI-SS), in addition to the Quality of Life Questionnaire—abbreviated version (WHOQOL-bref). Results EA significantly improved scores on the MSQ, PSQI, BDI and the cynicism and academic efficacy (AE) dimensions of the MBI-SS in relation to the control. Sleep quality (MSQ) improved from 36.9 (SD 7.6) to 25.0 (5.7) with EA, 37.6 (6.0) to 32.1 (6.9) with sham TENS, and 36.5 (5.9) to 33.6 (6.7) in the controls (p=0.0000). Compared with the sham TENS group, EA significantly reduced scores on the PSQI. Score improvements in the sham TENS group in relation to control group were significant in the MSQ, BDI and AE. In the EA group, the number of students with better scores after intervention was significantly higher for the MSQ, PSQI, ESS and BAI. This only occurred for the MSQ in the sham TENS group and for the MSQ and ESS in the control group. Conclusions EA significantly reduced stress-related mental symptoms. The improvement obtained by sham TENS compared with the control group confirmed the presence of a placebo effect resulting from the treatment ritual.

Feasibility, Reliability and User Satisfaction With a PDA-Based Mini-CEX to Evaluate the Clinical Skills of Third-Year Medical Students

2007 ◽  
Vol 19 (3) ◽  
pp. 271-277 ◽  
Author(s):  
Dario M. Torre ◽  
Deborah E. Simpson ◽  
D. Michael Elnicki ◽  
James L. Sebastian ◽  
Eric S. Holmboe
Keyword(s):  
Medical Students ◽  
User Satisfaction ◽  
Clinical Skills

scholarly journals The Effects of Electronic Feedback on Medical University Students’ Writing Performance

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Nooreen Noordin ◽  
Laleh Khojasteh
Keyword(s):  
Medical Students ◽  
University Students ◽  
Academic Writing ◽  
Clinical Skills ◽  
Control Group ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Post Test ◽  
Medical University

This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.

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