scholarly journals No difference in learning outcomes and usability between using controllers and hand tracking during a virtual reality endotracheal intubation training for medical students in Thailand

2021 ◽  
Vol 18 ◽  
pp. 22
Author(s):  
Chaowanan Khundam ◽  
Naparat Sukkriang ◽  
Frédéric Noël
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Endotracheal Intubation ◽  
User Satisfaction ◽  
Clinical Training ◽  
Medical Training ◽  
Hand Tracking ◽  
System Usability Scale ◽  
Post Test

Purpose: We developed a virtual reality (VR) endotracheal intubation training that applied 2 interaction modalities (hand-tracking or controllersIt aimed to investigatedthe differences of usuability between using hand tracking and controllers during the VR intervention for intubation training for medical students from February 2021 to March 2021 in Thailand.Methods: Forty-five participants were divided into 3 groups: video only, video with VR controller training, and video with VR hand tracking training. Pre-test, post-test, and practice scores were used to assess learning outcomes. The System Usability Scale (SUS) and User Satisfaction Evaluation Questionnaire (USEQ) questionnaires were used to evaluate the differences between the VR groups. The sample comprised 45 medical students (undergraduate) who were taking part in clinical training at Walailak University in Thailand.Results: The overall learning outcomes of both VR groups were better than those of the video group. The post-test scores (P=0.581) and practice scores (P=0.168) of both VR groups were not significantly different. Similarly, no significant between-group differences were found in the SUS scores (P=0.588) or in any aspects of the USEQ scores.Conclusion: VR enhanced medical training. Interactions using hand tracking or controllers were not significantly different in terms of the outcomes measured in this study. The results and interviews provided a better understanding of support learning and training, which will be further improved and developed to create a self-learning VR medical training system in the future.

scholarly journals A Comparative Study of Interaction Time and Usability of Using Controllers and Hand Tracking in Virtual Reality Training

Informatics ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 60
Author(s):  
Chaowanan Khundam ◽  
Varunyu Vorachart ◽  
Patibut Preeyawongsakul ◽  
Witthaya Hosap ◽  
Frédéric Noël
Keyword(s):  
Virtual Reality ◽  
User Satisfaction ◽  
Clinical Training ◽  
Medical Training ◽  
Interaction Time ◽  
Hand Tracking ◽  
Hand Gestures ◽  
User Input ◽  
System Usability Scale ◽  
Quasi Experimental

Virtual Reality (VR) technology is frequently applied in simulation, particularly in medical training. VR medical training often requires user input either from controllers or free-hand gestures. Nowadays, hand gestures are commonly tracked via built-in cameras from a VR headset. Like controllers, hand tracking can be used in VR applications to control virtual objects. This research developed VR intubation training as a case study and applied controllers and hand tracking for four interactions—namely collision, grabbing, pressing, and release. The quasi-experimental design assigned 30 medical students in clinical training to investigate the differences between using VR controller and hand tracking in medical interactions. The subjects were divided into two groups, one with VR controllers and the other with VR hand tracking, to study the interaction time and user satisfaction in seven procedures. System Usability Scale (SUS) and User Satisfaction Evaluation Questionnaire (USEQ) were used to measure user usability and satisfaction, respectively. The results showed that the interaction time of each procedure was not different. Similarly, according to SUS and USEQ scores, satisfaction and usability were also not different. Therefore, in VR intubation training, using hand tracking has no difference in results to using controllers. As medical training with free-hand gestures is more natural for real-world situations, hand tracking will play an important role as user input for VR medical training. This allows trainees to recognize and correct their postures intuitively, which is more beneficial for self-learning and practicing.

scholarly journals Trajectories of learning approaches during a full medical curriculum: impact on clinical learning outcomes

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Giovanni Piumatti ◽  
Sissel Guttormsen ◽  
Barbara Zurbuchen ◽  
Milena Abbiati ◽  
Margaret W. Gerbase ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Curriculum ◽  
Learning Approaches ◽  
Clinical Learning ◽  
Oriented Growth ◽  
High Stakes ◽  
Post Hoc

Abstract Background No consensus exists on whether medical students develop towards more deep (DA) or surface learning approaches (SA) during medical training and how this impacts learning outcomes. We investigated whether subgroups with different trajectories of learning approaches in a medical students’ population show different long-term learning outcomes. Methods Person-oriented growth curve analyses on a prospective cohort of 269 medical students (Mage=21years, 59 % females) traced subgroups according to their longitudinal DA/SA profile across academic years 1, 2, 3 and 5. Post-hoc analyses tested differences in academic performance between subgroups throughout the 6-year curriculum until the national high-stakes licensing exam certifying the undergraduate medical training. Results Two longitudinal trajectories emerged: surface-oriented (n = 157; 58 %), with higher and increasing levels of SA and lower and decreasing levels of DA; and deep-oriented (n = 112; 42 %), with lower and stable levels of SA and higher but slightly decreasing levels of DA. Post hoc analyses showed that from the beginning of clinical training, deep-oriented students diverged towards better learning outcomes in comparison with surface-oriented students. Conclusions Medical students follow different trajectories of learning approaches during a 6-year medical curriculum. Deep-oriented students are likely to achieve better clinical learning outcomes than surface-oriented students.

scholarly journals Face, Content, and Construct Validity of a Virtual Reality Otoscopy Simulator and Applicability to Medical Training

2021 ◽  
pp. 019459982110328
Author(s):  
Tobias Albrecht ◽  
Christoph Nikendei ◽  
Mark Praetorius
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Construct Validity ◽  
Content Validity ◽  
Medical Training ◽  
Controlled Trial ◽  
Correct Diagnosis ◽  
Age Groups ◽  
Tertiary Referral Center ◽  
The Face

Objective Otologic diseases are common in all age groups and can significantly impair the function of this important sensory organ. To make a correct diagnosis, the correct handling of the otoscope and a correctly performed examination are essential. A virtual reality simulator could make it easier to teach this difficult-to-teach skill. The aim of this study was to assess the face, content, and construct validity of the novel virtual reality otoscopy simulator and the applicability to otologic training. Study Design Face and content validity was assessed with a questionnaire. Construct validity was assessed in a prospectively designed controlled trial. Setting Training for medical students at a tertiary referral center. Method The questionnaire used a 6-point Likert scale. The otoscopy was rated with a modified Objective Structured Assessment of Technical Skills. Time to complete the task and the percentage of the assessed eardrum surface were recorded. Results The realism of the simulator and the applicability to medical training were assessed across several items. The ratings suggested good face and content validity as well as usefulness and functionality of the simulator. The otolaryngologists significantly outperformed the student group in all categories measured (P < .0001), suggesting construct validity of the simulator. Conclusion In this study, we could demonstrate face, content, and construct validity for a novel high-fidelity virtual reality otoscopy simulator. The results encourage the use of the otoscopy simulator as a complementary tool to traditional teaching methods in a curriculum for medical students.

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 Assessing Diagnostic Reasoning Using a Standardized Case-Based Discussion

2019 ◽  
Vol 6 ◽  
pp. 238212051984941 ◽  
Author(s):  
Ruth M Sutherland ◽  
Katharine J Reid ◽  
Neville G Chiavaroli ◽  
David Smallwood ◽  
Geoffrey J McColl
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Training ◽  
Medical Training ◽  
Clinical Information ◽  
Performance Standards ◽  
Diagnostic Reasoning ◽  
First Year ◽  
Oral Assessment ◽  
Case Based

Background: Development of diagnostic reasoning (DR) is fundamental to medical students’ training, but assessing DR is challenging. Several written assessments focus on DR but lack the ability to dynamically assess DR. Oral assessment formats have strengths but have largely lost favour due to concerns about low reliability and lack of standardization. Medical schools and specialist medical colleges value many forms of oral assessment (eg, long case, Objective Structured Clinical Examination [OSCE], viva voce) but are increasingly searching for ways in which to standardize these formats. We sought to develop and trial a Standardized Case-Based Discussion (SCBD), a highly standardized and interactive oral assessment of DR. Methods: Two initial cohorts of medical students (n = 319 and n = 342) participated in the SCBD as part of their assessments. All students watch a video trigger (based on an authentic clinical case) and discuss their DR with an examiner for 15 minutes. Examiners probe students’ DR and assess how students respond to new standardized clinical information. An online examiner training module clearly articulates expected student performance standards. We used student achievement and student and examiner perceptions to gauge the performance of this new assessment form over 2 implementation years. Results: The SCBD was feasible to implement for a large student cohort and was acceptable to students and examiners. Most students and all examiners agreed that the SCBD discussion provided useful information on students’ DR. The assessment had acceptable internal consistency, and the associations with other assessment formats were small and positive, suggesting that the SCBD measures a related, yet novel construct. Conclusions: Rigorous, standardized oral assessments have a place in a programme of assessment in initial medical training because they provide opportunities to explore DR that are limited in other formats. We plan to incorporate an SCBD into our clinical assessments for the first year of clinical training, where teaching and assessing basic DR is emphasized. We will also explore further examiners’ understanding of and approach to assessing DR.

scholarly journals Attitudes of Israeli Medical Students Towards the Medical Treatment of Uninsured Migrants

2019 ◽  
Author(s):  
Zohar Mor ◽  
Adam Cadesky ◽  
Ran Halleluyan ◽  
Rivka Sheffer
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Developed Countries ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Professional Responsibilities ◽  
Students Attitudes ◽  
Societal Expectations

Abstract Background: Undocumented migration to developed countries poses practical concerns, as migrants are not medically insured. This cross-sectional study aims to appraise the attitudes of Israeli medical students towards the uninsured migrant population. Methods: Participants from five medical schools in Israel completed anonymous questionnaires in Hebrew, based on the "Medical Students’ Attitudes Toward the Underserved" (MSATU), which assessed students' attitudes regarding the professional responsibility and societal expectations towards the migrants. It also evaluated students' views of the migrants as eligible for expensive medical procedures. Results: A total of 891 students completed the survey with a median age of 28 years. The majority were Jews (N=816, 91.6%) and singles (N=681, 68.5%). Participants in the pre-clinical years were likely to be female and unmarried compared to those in clinical training. They also demonstrated higher scores on professional responsibilities and societal expectations than students in clinical training, but no significant differences were found in their views on expensive medical services. Students of minorities (non-Jews and migrants) scored higher on professional responsibilities and societal expectations. The scores for professional responsibilities and societal expectations decreased as students progressed in their medical training (Spearman coefficient p=0.04 and p=0.01, respectively). This trend was more apparent in males rather than females. Conclusion: MSATU scores declined as students progressed through medical school, with females maintaining more favorable attitudes than males. Medical schools should attempt to maintain the enthusiasm and idealism that students possess as they enter medical training and provide clinical experience with migrant populations that allows for cross-cultural communication.

scholarly journals Impact of the COVID-19 pandemic on the clinical training of last year medical students in Mexico: a cross-sectional nationwide study

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Maximiliano Servin-Rojas ◽  
Antonio Olivas-Martinez ◽  
Michelle Dithurbide-Hernandez ◽  
Julio Chavez-Vela ◽  
Vera L. Petricevich ◽  
...  
Keyword(s):  
Medical Education ◽  
Public Schools ◽  
Medical Students ◽  
Private Schools ◽  
Clinical Training ◽  
Online Survey ◽  
Medical Training ◽  
Clinical Instruction ◽  
Cross Sectional ◽  
The Impact

Abstract Background The COVID-19 pandemic has brought unprecedented changes to medical education. However, no data are available regarding the impact the pandemic may have on medical training in Mexico. The aim of our study was to evaluate and identify the medical school students’ perceptions of the changes in their clinical training due to the pandemic in Mexico. Methods This was a cross-sectional study where a previous validated online survey was translated and adapted by medical education experts and applied to senior medical students from March to April of 2021. The 16-item questionnaire was distributed online combining dichotomous, multiple-choice, and 5-point Likert response scale questions. Descriptive and multivariate analyses were performed to compare the student’s perceptions between public and private schools. Results A total of 671 responses were included in the study period. Most participants were from public schools (81%) and female (61%). Almost every respondent (94%) indicated it was necessary to obtain COVID-19 education, yet only half (54%) received such training. Students in private schools were less likely to have their clinical instruction canceled (53% vs. 77%, p = 0.001) and more likely to have access to virtual instruction (46% vs. 22%, p = 0.001) when compared to students from public schools. Four out of every five students considered their training inferior to that of previous generations, and most students (82%) would consider repeating their final year of clinical training. Conclusions The impact of the COVID-19 on medical education in Mexico has been significant. Most final-year medical students have been affected by the cancellation of their in-person clinical instruction, for which the majority would consider repeating their final year of training. Efforts to counterbalance this lack of clinical experience with virtual or simulation instruction are needed.

A-134 Agile Development of Virtual Reality Treatment for Spatial Neglect: Preliminary Usability and Feasibility

2021 ◽  
Vol 36 (6) ◽  
pp. 1185-1185
Author(s):  
Peii Chen ◽  
Denise Krch ◽  
Grigoriy Shekhtman
Keyword(s):  
Virtual Reality ◽  
Arm Movements ◽  
Head Movements ◽  
Spatial Neglect ◽  
Hand Tracking ◽  
Agile Development ◽  
Stroke Survivors ◽  
Head Mounted Display ◽  
Rehabilitation Hospital ◽  
System Usability Scale

Abstract Objective Examine the usability and feasibility of a virtual reality (VR) treatment for persons with spatial neglect using head mounted display (HMD) and hand tracking technologies. Method Recruited from a rehabilitation hospital, 9 stroke survivors with spatial neglect (3 females; mean age = 64.2 years, SD = 9.1; 8 left neglect) participated in user testing for ongoing software development. Participants tested one of four customized treatment modules and completed the System Usability Scale, the Presence Questionnaire, and the Simulator Sickness Questionnaire. Feedback from participants were integrated into iterative prototype revisions. Module 1 (n = 7) required arm movements gradually reaching toward the neglected side of space, while the virtual hand appeared reaching straight ahead. Module 2 (n = 4) required head movements from the non-neglected to the neglected side. Module 3 (n = 6) involved head and arm movements towards both sides of space to collect objects. Module 4 (n = 2) was to stop approaching objects from a distance ahead. Results Despite reporting a lack of realism, participants preferred VR over conventional therapy. Participants felt comfortable and confident engaging in the virtual environment. Module 4 was more difficult than the other modules as participants required more practice to perform the task. Two participants reported Module 3 being tiresome, with one reporting mild shoulder pain and eye strain, and moderate sweating. However, all reported symptoms were temporary and resolved following a short break. Conclusion VR-based rehabilitation for spatial neglect using HMD and hand tracking technologies may be a viable treatment option for stroke survivors with spatial neglect. The modules benefited substantively from modifications based on participants’ feedback.

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 Improving medical students’ communication competencies to deal with intimate partner violence using clinical simulations in Mozambique

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
B. Manuel ◽  
M. Valcke ◽  
I. Keygnaert ◽  
K. Roelens
Keyword(s):  
Intimate Partner Violence ◽  
Medical Students ◽  
Student Perceptions ◽  
Partner Violence ◽  
Medical Training ◽  
Clinical Skills ◽  
Intimate Partner ◽  
Communication Competency ◽  
Post Test ◽  
The Impact

Abstract Background During their medical training, medical students aim to master communication skills and professionalism competencies to foster the best possible patient-physician relationship. This is especially evident when dealing with sensitive topics. This study describes and analyses the outcomes of a simulation-based training module on clinical communication competency through interacting with simulated intimate partner violence (IPV) survivors. The training was set up as part of a broader IPV module within a Gynaecology and Obstetrics Bachelor of Medicine and Bachelor of Surgery of Medicine (MBBS). Methods In total, 34 (59%) of all fourth-year medical students from one medical school in Mozambique were involved. A mixed-method approach was adopted. First, a quasi-experimental pre-test/post-test design was adopted to study the impact of the intervention to tackle critical IPV knowledge, skills, and attitudes, underlying a patient communication script. Second, a qualitative analysis of student perceptions was carried out. Results The results of the paired sample t-tests point at a significant and positive change in post-test values when looking at the general IPV self-efficacy (IPV SE) score and the subscales mainly in attitudes. Participants expressed a desire for additional IPV communication competency and suggested enhancements to the module. Conclusion We conclude that due to IPV being a sensitive issue, simulation activities are a good method to be used in a safe environment to develop clinical skills. The results of this study are a good complement of the analysis of the competencies learned by the medical students in Mozambique with the current curriculum.

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