Virtual Training for Scuba Divers

Virtual reality (VR) is a technology that is becoming more common for applications in the field of education and training. VR can be used to create simulated two- and three-dimensional scenarios, promoting interactions between the user and the environment, which allows experiencing virtual training situations very close to real actions. The aim of this text is to describe the development of a teaching and training tool using VR technology for scuba divers' operations within the aquatic context for enhancing critical thinking. To this end, a survey of requirements based on real procedures was carried out in order to transpose them into a synthetic environment. After the construction of the artefact, it was tested and evaluated by qualified users, and the results are promising.

Effects of Physical Exercise and Virtual Training on Visual Attention Levels in Children with Autism Spectrum Disorders

This study compared the effects of physical exercise (PE) and virtual training (VT) on the improvement of the visual attention mechanism in children with autism spectrum disorders (ASD). One hundred eighty-nine children with ASD were recruited from Orphan School in Liaoning Province, China. After screening, 100 children ultimately participated in the experiment. Children with ASD were randomly assigned to VT (VT, n = 34), PE (PE, n = 33) and control group (CG, n = 33). The VT group experiment was performed in a virtual environment through the game FIFA21 three times per week for 6 weeks. The PE group played physical football matches three times per week for 6 weeks. Children with ASD in the CG group did not receive VT or PE but only received psychological counseling. Visual attention of children with ASD is evaluated by using the multiple object tracking paradigm (MOT). After 6 weeks of observation, although none of the three groups saw improvements in the correct rate of ring tracking, the observations of the VT and PE groups were significant (p < 0.05) compared to the CG group in finding detection rate of probe stimulus. Through MOT tests, VT and PE improved the detection rate of probe stimulus in children with ASD. Therefore, this paper indicates that VT and PE can improve the visual attention ability of children with ASD.

THERAPY OF UPPER LIMBS BY MEANS OF VIRTUAL REALITY TECHNOLOGIES

This paper deals with an approach to upper limbs therapy that uses virtual reality technologies. The previous methods and subsequent improvements of these procedures by means of a skeletal model of the upper limb in a virtual environment are presented here. So, main focus of the paper is on the description of calculation related to the bone rotation system within appropriate skeletal model. The therapist can add either more virtual upper limb objects or more virtual training objects to the virtual environment and thus expand/change the scene or the therapy complexity. The functions used in the limb movement calculations are useful for creating additional animations with various objects. With this system, the patient can be stimulated under the supervision of a therapist to practice certain rehabilitation procedures. Due to the use of collaborative web-based virtual reality, the therapy can be also applied in a remote form. The way in which the underlying idea of rehabilitation process is implemented and it is also described. In the conclusion are the some notes about system testing and evaluation including description of a therapist interface.

Feasibility, Satisfaction With, and Attitude Toward Telerehabilitation During COVID-19 Pandemic: Experience of Iranian Rehabilitation Professionals

Objectives: COVID-19 pandemic and its consequences highlighted the importance of using telerehabilitation systems and affected the professional’s attitude toward it. This study aimed to investigate the feasibility, satisfaction, and attitude of rehabilitation professionals toward telerehabilitation during the COVID-19 pandemic in Iran. Methods: A web-based cross-sectional study was conducted to assess the feasibility, satisfaction, and attitude of rehabilitation professionals toward virtual training and telerehabilitation during the COVID-19 pandemic. A total of 118 occupational therapists, speech therapists, audiologists, psychologists, and educators completed the study questionnaires. Results: The findings indicate that the correlations among satisfaction, feasibility, advantages, and compatibility were significant (r ranging from 0.418 to 0.717). There were significant but weak positive correlations between years of working experience and scores of feasibility and advantages. In addition, the mean scores of feasibility, advantages, compatibility, and complexity in participants who provided telerehabilitation before the COVID-19 pandemic were higher than other respondents. Discussion: Because of the positive role of telerehabilitation in a situation such as the COVID-19 pandemic, health care systems should create mechanisms for its optimal use, protocol preparation, health professionals training, and infrastructure acquisition.

Transforming Virtual Team-Based Learning for Rural Healthcare Staff: What the Pandemic Taught Us

During COVID-19, many training programs pivoted to virtual formats. For the Rural Interdisciplinary Team Training (RITT) Program, funded by the Veterans Health Administration as part of the Geriatric Scholars Program, there were unique challenges. Given a history of successful accredited in-person, team-based workshops for staff at rural and remote clinics, program developers needed to quickly devise a plan for an effective virtual training for team members working separately from each other. Without the ability to provide in-person education and training, rapid pivoting to virtual modalities was essential for ongoing education of those providing care for older adults. Using a web-based platform, team members and expert trainer facilitation, participants engaged in lively discussions and reflection using the chat feature. RITT adapted the curriculum to better meet the needs of busy healthcare providers working during the pandemic, including increased discussion of how COVID affects older Veterans. Three virtual RITT workshops were held between March 2020 and February 2021 with 64 participants from 12 rural clinics and medical centers. Over 90% of participants agreed or strongly agreed that they were satisfied with the virtual workshop, comparable to those participating in the in-person workshop in earlier years. Similar to others, we have found that the ability to flex a curriculum has benefits to both learners and educators and increases the reach of educational opportunities in gerontology and geriatrics. Particularly in rural areas where travel may be challenging, a virtual format may be a desirable long-term solution for the RITT program.