An Experimental Study On Usefulness Of Virtual Reality 360° In Undergraduate Medical Education

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Abstract

Purpose

Various smartphone-based virtual reality (VR) applications allow the users to view 360° videos of real or simulated places. A 360° VR is captured with a special camera that simultaneously records all 360° of a scene unlike the standard video recording. An experimental study was conducted where 4th-year medical students participated in a workshop.

Patients and methods

The study was conducted at College of Medicine (COM-J), King Saud bin Abdul-Aziz University for Health Sciences (KSAU-HS) in Jeddah, Saudi Arabia. 360° VR videos including, pre-briefing and debriefing sessions were held for the experimental group, whereas group two (control group) was provided with the interactive lecture. A total of 169 undergraduate medical students attend the 4th year at the College of Medicine (KSAU-HS) Jeddah.

Results

The response rate was 88% for 169 participants, 57 (VR) and 112 (conventional method). The majority of students (93%) thought that VR can be used in medical education. Post-MCQs score (out of 20) was significantly higher in the VR group, when compared to the conventional group (17.4+2.1 vs 15.9+2.9, p-value <0.001). The OSCE score was also better with the VR group (12.9+4.1 vs 9.8+4.2, p-value <0.001). Overall rating of VR satisfaction experience showed a mean of 7.26 of 10.

Conclusion

VR provides a rich, interactive, and engaging educational context that supports experiential learning-by-doing. In fact, it raises interest and motivation for student and effectively supports knowledge retention and skills acquisition.

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Most cited references 36

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The use of simulated patients in medical education: AMEE Guide No 42.

Keiko Abe, Jennifer Cleland, Jan Rethans (2009)

Medical training has traditionally depended on patient contact. However, changes in healthcare delivery coupled with concerns about lack of objectivity or standardization of clinical examinations lead to the introduction of the 'simulated patient' (SP). SPs are now used widely for teaching and assessment purposes. SPs are usually, but not necessarily, lay people who are trained to portray a patient with a specific condition in a realistic way, sometimes in a standardized way (where they give a consistent presentation which does not vary from student to student). SPs can be used for teaching and assessment of consultation and clinical/physical examination skills, in simulated teaching environments or in situ. All SPs play roles but SPs have also been used successfully to give feedback and evaluate student performance. Clearly, given this potential level of involvement in medical training, it is critical to recruit, train and use SPs appropriately. We have provided a detailed overview on how to do so, for both teaching and assessment purposes. The contents include: how to monitor and assess SP performance, both in terms of validity and reliability, and in terms of the impact on the SP; and an overview of the methods, staff costs and routine expenses required for recruiting, administrating and training an SP bank, and finally, we provide some intercultural comparisons, a 'snapshot' of the use of SPs in medical education across Europe and Asia, and briefly discuss some of the areas of SP use which require further research.

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Assessing competence in communication and interpersonal skills: the Kalamazoo II report.

Jeanne F. Duffy, Stephanie Lofton, Bruce L. Goode … (2004)

Accreditation of residency programs and certification of physicians requires assessment of competence in communication and interpersonal skills. Residency and continuing medical education program directors seek ways to teach and evaluate these competencies. This report summarizes the methods and tools used by educators, evaluators, and researchers in the field of physician-patient communication as determined by the participants in the "Kalamazoo II" conference held in April 2002. Communication and interpersonal skills form an integrated competence with two distinct parts. Communication skills are the performance of specific tasks and behaviors such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills are inherently relational and process oriented; they are the effect communication has on another person such as relieving anxiety or establishing a trusting relationship. This report reviews three methods for assessment of communication and interpersonal skills: (1) checklists of observed behaviors during interactions with real or simulated patients; (2) surveys of patients' experience in clinical interactions; and (3) examinations using oral, essay, or multiple-choice response questions. These methods are incorporated into educational programs to assess learning needs, create learning opportunities, or guide feedback for learning. The same assessment tools, when administered in a standardized way, rated by an evaluator other than the teacher, and using a predetermined passing score, become a summative evaluation. The report summarizes the experience of using these methods in a variety of educational and evaluation programs and presents an extensive bibliography of literature on the topic. Professional conversation between patients and doctors shapes diagnosis, initiates therapy, and establishes a caring relationship. The degree to which these activities are successful depends, in large part, on the communication and interpersonal skills of the physician. This report focuses on how the physician's competence in professional conversation with patients might be measured. Valid, reliable, and practical measures can guide professional formation, determine readiness for independent practice, and deepen understanding of the communication itself.

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Using Technology to Meet the Challenges of Medical Education.

Phyllis Guze (2015)

Medical education is rapidly changing, influenced by many factors including the changing health care environment, the changing role of the physician, altered societal expectations, rapidly changing medical science, and the diversity of pedagogical techniques. Changes in societal expectations put patient safety in the forefront, and raises the ethical issues of learning interactions and procedures on live patients, with the long-standing teaching method of "see one, do one, teach one" no longer acceptable. The educational goals of using technology in medical education include facilitating basic knowledge acquisition, improving decision making, enhancement of perceptual variation, improving skill coordination, practicing for rare or critical events, learning team training, and improving psychomotor skills. Different technologies can address these goals. Technologies such as podcasts and videos with flipped classrooms, mobile devices with apps, video games, simulations (part-time trainers, integrated simulators, virtual reality), and wearable devices (google glass) are some of the techniques available to address the changing educational environment. This article presents how the use of technologies can provide the infrastructure and basis for addressing many of the challenges in providing medical education for the future.

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Author and article information

Journal

Journal ID (nlm-ta): Adv Med Educ Pract

Journal ID (iso-abbrev): Adv Med Educ Pract

Journal ID (publisher-id): AMEP

Journal ID (pmc): amep

Title: Advances in Medical Education and Practice

Publisher: Dove

ISSN (Electronic): 1179-7258

Publication date (Electronic): 30 October 2019

Publication date Collection: 2019

Volume: 10

Pages: 907-916

Affiliations

[1 ]College of Medicine, King Saud bin Abdulaziz University for Health Sciences , Jeddah, Saudi Arabia

[2 ]Clinical Nutrition Department, Ministry of National Guard Health Affairs, King Abdulaziz Medical City , Jeddah, Saudi Arabia

[3 ]Department of Surgery, Ministry of National Guard Health Affairs, King Abdulaziz Medical City , Jeddah, Saudi Arabia

[4 ]Department of Gynecology/Oncology, Ministry of National Guard Health Affairs, King Abdulaziz Medical City , Jeddah, Saudi Arabia

[5 ]Department of Urology, Ministry of National Guard Health Affairs, King Abdulaziz Medical City , Jeddah, Saudi Arabia

[6 ]Department of Simulation, Postgraduate Training Center, King Saud bin Abdulaziz University for Health Sciences , Jeddah, Saudi Arabia

Author notes

Correspondence: Lama Sultan College of Medicine – Jeddah, King Saud bin Abdulaziz University for Health Sciences, King Abdulaziz Medical City, National Guard Health Affairs , Mail Code 6660, P.O. Box 9515, Jeddah21423, Kingdom of Saudi ArabiaTel +96 65 5334 3478 Email lama.sultan@hotmail.com

Author information

Lama Sultan http://orcid.org/0000-0002-5308-4856

Wesam Abuznadah http://orcid.org/0000-0002-6239-2367

Hatim Al-Jifree http://orcid.org/0000-0002-7018-6360

Muhammad Anwar Khan http://orcid.org/0000-0002-6379-590X

Article

Publisher ID: 219344

DOI: 10.2147/AMEP.S219344

PMC ID: 6826194

PubMed ID: 31802964

SO-VID: 62e59bef-234a-4559-af09-d0f4a757aaa5

License:

This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License ( http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms ( https://www.dovepress.com/terms.php).

History

Date received : 13 June 2019

Date accepted : 30 September 2019

Page count

Figures: 5, Tables: 4, References: 45, Pages: 10

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An Experimental Study On Usefulness Of Virtual Reality 360° In Undergraduate Medical Education

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Abstract

Purpose

Patients and methods

Results

Conclusion

Related collections

Journal of Medical Education Research

Most cited references 36

The use of simulated patients in medical education: AMEE Guide No 42.

Assessing competence in communication and interpersonal skills: the Kalamazoo II report.

Using Technology to Meet the Challenges of Medical Education.

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Cited by 15

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