Using a 360° Virtual Reality or 2D Video to Learn History Taking and Physical Examination Skills for Undergraduate Medical Students: Pilot Randomized Controlled Trial

Background Learning through a 360° virtual reality (VR) or 2D video represents an alternative way to learn a complex medical education task. However, there is currently no consensus on how best to assess the effects of different learning materials on cognitive load estimates, heart rate variability (HRV), outcomes, and experience in learning history taking and physical examination (H&P) skills. Objective The aim of this study was to investigate how learning materials (ie, VR or 2D video) impact learning outcomes and experience through changes in cognitive load estimates and HRV for learning H&P skills. Methods This pilot system–design study included 32 undergraduate medical students at an academic teaching hospital. The students were randomly assigned, with a 1:1 allocation, to a 360° VR video group or a 2D video group, matched by age, sex, and cognitive style. The contents of both videos were different with regard to visual angle and self-determination. Learning outcomes were evaluated using the Milestone reporting form. Subjective and objective cognitive loads were estimated using the Paas Cognitive Load Scale, the National Aeronautics and Space Administration Task Load Index, and secondary-task reaction time. Cardiac autonomic function was assessed using HRV measurements. Learning experience was assessed using the AttrakDiff2 questionnaire and qualitative feedback. Statistical significance was accepted at a two-sided P value of <.01. Results All 32 participants received the intended intervention. The sample consisted of 20 (63%) males and 12 (38%) females, with a median age of 24 (IQR 23-25) years. The 360° VR video group seemed to have a higher Milestone level than the 2D video group (P=.04). The reaction time at the 10th minute in the 360° VR video group was significantly higher than that in the 2D video group (P<.001). Multiple logistic regression models of the overall cohort showed that the 360° VR video module was independently and positively associated with a reaction time at the 10th minute of ≥3.6 seconds (exp B=18.8, 95% CI 3.2-110.8; P=.001) and a Milestone level of ≥3 (exp B=15.0, 95% CI 2.3-99.6; P=.005). However, a reaction time at the 10th minute of ≥3.6 seconds was not related to a Milestone level of ≥3. A low-frequency to high-frequency ratio between the 5th and 10th minute of ≥1.43 seemed to be inversely associated with a hedonic stimulation score of ≥2.0 (exp B=0.14, 95% CI 0.03-0.68; P=.015) after adjusting for video module. The main qualitative feedback indicated that the 360° VR video module was fun but caused mild dizziness, whereas the 2D video module was easy to follow but tedious. Conclusions Our preliminary results showed that 360° VR video learning may be associated with a better Milestone level than 2D video learning, and that this did not seem to be related to cognitive load estimates or HRV indexes in the novice learners. Of note, an increase in sympathovagal balance may have been associated with a lower hedonic stimulation score, which may have met the learners’ needs and prompted learning through the different video modules. Trial Registration ClinicalTrials.gov NCT03501641; https://clinicaltrials.gov/ct2/show/NCT03501641

Interactive Craft Activities – Elevating Special Needs Education Learning Tools with “Craft Interactive Teaching Approach”

The aim of this study is to determine the Expert Panels agreement and consensus on the suitable items for the development of the Craft Interactive Teaching Approach (CiTA). A purposive sampling consisting of 12 Expert Teachers with more than ten years of experience in the field of Special Education were used in this research to measure their consensus on the design and development of the CiTA video module. The CiTA video module was developed using the ADDIE Model that is supported by the Delphi Technique. This study utilised the Design Development Research (DDR) approach that consisted of three phases. However, for the purpose of this article, the researchers will only discuss Phase 2: Design and Development in developing the Interactive Teaching Approach Video module. The responding twelve VAE teachers provided positive feedback towards learning and teaching using the tutorial module. With the interquartile range of 0 to 1.00 for all items included in the activities, all Expert Teachers in the field of Special Education approved with the content of the CiTA video module from the two rounds of Delphi surveys performed. The CiTA video module was developed with the inclusion of all items that were highly approved by the participating Expert Teachers in the Special Needs Education. Since the two rounds of item evaluation demonstrated a significant relationship between Round One and Round Two, the development of the video module could improve inclusive learning in the Malaysian classroom. Keywords: Interactive Visual Arts Education, Special education needs, Special needs children.

An Analysis of Student Responses in Online Learning-Based Comic Video Module Creative Realistic Mathematics on Integer Operation Material

Everyone’s perspective is different. Likewise, the student’s perspective on mathematics. It is undeniable that most childran claim that mathematics is difficult. Behind the statement, of course, there is a reason for the child. This is related to student responses when studying in mathematics class. One alternative to knowing student responses can be found by conducting research. Therefore, qualitative research is needed to analyze student responses. The application of learning using creatibe module comics based on a realistic mathematics approach has been implemented for all students of class VII-B at SMP Santo Yoseph Medan in the 2020/2021 Academic Year. In this study students’ responses to the application of learning were analyzed specifically for integer operation material. The learning is carried out online based on the creative realistic mathematics video comic module in the Google Classroom. The instrument used was a student response questionare which was presented via google form. Based on the results of data collection that has been done, it is concluded that the student’s responses are positive to learning using the creative module comic based on realistice mathematics approach. It is based on obtaining a high score on the average percentage of interest and benefits that students derive from implementation.

An Educational Module Related to Medical Marijuana for APRN

This master's thesis evaluated the impact of an educational module providing advanced practice registered nurse (APRN) students essential knowledge of medical marijuana. Perceived level of knowledge was surveyed before and after participants watched a 30-minute educational video module. Data indicated somewhat poor to very poor level of knowledge prior to watching the video and somewhat good to very good level of knowledge post video. Findings support the integration of essential medical marijuana knowledge into APRN curriculum.