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      Clinical instructors’ perceptions of virtual reality in health professionals’ cardiopulmonary resuscitation education

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          Abstract

          Objectives:

          Cardiopulmonary resuscitation (CPR) is lifesaving. Yet, cardiac arrest survival remains low despite CPR intervention. Education has been highlighted as a strategy to overcome this issue. Virtual Reality technology has been gaining momentum in the field of clinical education. Published studies report benefits of virtual reality for CPR education; yet, perceptions of CPR instructors towards virtual reality remain unexplored. CPR instructors are key stakeholders in CPR education and their perceptions are valuable for the design and adoption of virtual reality-enhanced learning. The purpose of this study is therefore to understand the perceptions of CPR instructors towards using virtual reality for health professionals’ CPR education. The aim was addressed via three research questions: (1) What are the perceptions of CPR instructors towards current health professionals’ CPR education? (2) What are the perceptions of CPR instructors towards features of virtual reality ideal for health professionals’ CPR education? (3) What are the perceptions of CPR instructors towards the potential role of virtual reality in health professionals’ CPR education?

          Methods:

          A total of 30 CPR instructors were surveyed on their views towards current health professionals’ CPR education and the use of virtual reality for health professionals’ CPR education, before and after interacting with a CPR virtual reality simulation. Responses were analysed using interpretative thematic analysis.

          Results:

          CPR instructors perceived current health professionals’ CPR education as limited due to unideal test preparation (resources, practice, motivation, and frame of mind) and performance. They perceived fidelity, engagement, resource conservation, and memory enhancement as features of virtual reality ideal for health professionals’ CPR education. Virtual reality was viewed by CPR instructors as having potential as a blended learning tool, targeting both ‘novice’ and ‘experienced’ health professionals.

          Conclusion:

          The study highlighted the gaps in current health professionals’ CPR education that can be addressed using virtual-reality-enabled learning. Future research could investigate virtual reality simulations with features desirable for CPR education of target populations.

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          Most cited references41

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          Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83.

          David C M Taylor, Hossam Hamdy (2013)
          There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning. The schema can be used at curriculum planning level, or at the level of individual learning. At each stage of the model, the Guide identifies the responsibilities of both learner and educator. The role of the institution is to ensure that the time and resources are available to allow effective learning to happen. The Guide is designed for those new to education, in the hope that it can unravel the difficulties in understanding and applying the common learning theories, whilst also creating opportunities for debate as to the best way they should be used.
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            Quality of cardiopulmonary resuscitation during in-hospital cardiac arrest.

            Benjamin Abella, Jason Alvarado, Helge Myklebust … (2005)
            The survival benefit of well-performed cardiopulmonary resuscitation (CPR) is well-documented, but little objective data exist regarding actual CPR quality during cardiac arrest. Recent studies have challenged the notion that CPR is uniformly performed according to established international guidelines. To measure multiple parameters of in-hospital CPR quality and to determine compliance with published American Heart Association and international guidelines. A prospective observational study of 67 patients who experienced in-hospital cardiac arrest at the University of Chicago Hospitals, Chicago, Ill, between December 11, 2002, and April 5, 2004. Using a monitor/defibrillator with novel additional sensing capabilities, the parameters of CPR quality including chest compression rate, compression depth, ventilation rate, and the fraction of arrest time without chest compressions (no-flow fraction) were recorded. Adherence to American Heart Association and international CPR guidelines. Analysis of the first 5 minutes of each resuscitation by 30-second segments revealed that chest compression rates were less than 90/min in 28.1% of segments. Compression depth was too shallow (defined as <38 mm) for 37.4% of compressions. Ventilation rates were high, with 60.9% of segments containing a rate of more than 20/min. Additionally, the mean (SD) no-flow fraction was 0.24 (0.18). A 10-second pause each minute of arrest would yield a no-flow fraction of 0.17. A total of 27 patients (40.3%) achieved return of spontaneous circulation and 7 (10.4%) were discharged from the hospital. In this study of in-hospital cardiac arrest, the quality of multiple parameters of CPR was inconsistent and often did not meet published guideline recommendations, even when performed by well-trained hospital staff. The importance of high-quality CPR suggests the need for rescuer feedback and monitoring of CPR quality during resuscitation efforts.
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              Closed-chest cardiac massage.

              W KOUWENHOVEN (1960)
              Article 0 comments Cited 138 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Journal ID (nlm-ta): SAGE Open Med
                Journal ID (iso-abbrev): SAGE Open Med
                Journal ID (publisher-id): SMO
                Journal ID (hwp): spsmo
                Title: SAGE Open Medicine
                Publisher: SAGE Publications (Sage UK: London, England )
                ISSN (Electronic): 2050-3121
                Publication date (Electronic): 17 September 2018
                Publication date Collection: 2018
                Volume: 6
                Electronic Location Identifier: 2050312118799602
                Affiliations
                [1 ]Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
                [2 ]Centre for Research and Development in Learning, Nanyang Technological University, Singapore
                [3 ]Department of Endocrinology, Tan Tock Seng Hospital, National Healthcare Group, Singapore
                [4 ]School of Electronics & Info-Comm Technology, Institute of Technical Education College Central, Singapore
                Author notes
                [*]Marie Ann Mae En Wong, Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, 308232, Singapore. Email: mwong020@ 123456e.ntu.edu.sg
                Author information
                https://orcid.org/0000-0001-6419-8165
                Article
                Publisher ID: 10.1177_2050312118799602
                DOI: 10.1177/2050312118799602
                PMC ID: 6144504
                PubMed ID: 30245815
                SO-VID: d6e6ba2c-7c2b-430e-954e-5ef1a5b6c1e6
                Copyright © © The Author(s) 2018
                License:

                This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ( http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ( https://us.sagepub.com/en-us/nam/open-access-at-sage).

                History
                Date received : 7 March 2018
                Date accepted : 13 August 2018
                Categories
                Subject: Original Article
                Custom metadata
                cover-date January-December 2018

                Keywords: medical education,cardiopulmonary resuscitation,virtual reality,educational technology
                Data availability:
                Keywords: medical education, cardiopulmonary resuscitation, virtual reality, educational technology

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