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Contaifer S, Exum BJ, Wijesinghe D, Caldas LM. A Virtual Reality 360 Video to Introduce Second-Year Student Pharmacists to Sterile Compounding Prior to Course Activity. J Pharm Technol 2024; 40:59-65. [PMID: 38525090 PMCID: PMC10959084 DOI: 10.1177/87551225231220214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/26/2024] Open
Abstract
Background: Virtual reality (VR) has not been used in pharmacy education when teaching sterile compounding. Objective: The objective of this study was to describe the development of a VR 360 video for second-year student pharmacists. The secondary objective was to assess the VR experience, specifically on participants' knowledge and performance in sterile compounding, as well as the VR video demands and efforts. Methods: This cross-sectional, open-label randomized study developed a VR 360 video introducing sterile compounding, created with Insta360 Pro and GoPro cameras. The video creation required two individuals to record and one individual to edit for approximately 12 hours of creation time. Participants' knowledge and performance were assessed through ten knowledge questions and the class activity rubric. The NASA Task Load Index (TLX) measured the VR experience demands and efforts for the VR sterile compounding introduction. Results: Of the 98 second-year student pharmacists, 19 consented to the study with 7 in the VR group and 12 controls. Student knowledge increased from 6.33 (0.8) to 8 (1.2) for the VR group and 7 (0.7) to 8 (0.7) for the control group. Performance for the classroom activity was 23.71 (0.3) for the VR group and 22.96 (0.9) for the control group. The NASA TLX values demonstrated positive findings for the VR experience. Conclusion: With the limited study enrollment, comparative analysis between standard materials and the VR 360 video could not be determined. This article describes the creation of a VR sterile compounding 360 video with excerpts included. Future studies to compare traditional materials to VR will be completed in the future.
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Affiliation(s)
- Silas Contaifer
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA
| | - Barbara J. Exum
- Center for Compounding Practice and Research, Department of Pharmaceutics, Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA
| | - Dayanjan Wijesinghe
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA
| | - Lauren M. Caldas
- Department of Pharmacotherapy and Outcomes Science, Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA
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Curran VR, Xu X, Aydin MY, Meruvia-Pastor O. Use of Extended Reality in Medical Education: An Integrative Review. MEDICAL SCIENCE EDUCATOR 2023; 33:275-286. [PMID: 36569366 PMCID: PMC9761044 DOI: 10.1007/s40670-022-01698-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
UNLABELLED Extended reality (XR) has emerged as an innovative simulation-based learning modality. An integrative review was undertaken to explore the nature of evidence, usage, and effectiveness of XR modalities in medical education. One hundred and thirty-three (N = 133) studies and articles were reviewed. XR technologies are commonly reported in surgical and anatomical education, and the evidence suggests XR may be as effective as traditional medical education teaching methods and, potentially, a more cost-effective means of curriculum delivery. Further research to compare different variations of XR technologies and best applications in medical education and training are required to advance the field. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01698-4.
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Affiliation(s)
- Vernon R. Curran
- Office of Professional and Educational Development, Faculty of Medicine, Health Sciences Centre, Memorial University of Newfoundland, Room H2982, St. John’s, NL A1B 3V6 Canada
| | - Xiaolin Xu
- Faculty of Health Sciences, Queen’s University, Kingston, ON Canada
| | - Mustafa Yalin Aydin
- Department of Computer Sciences, Memorial University of Newfoundland, St. John’s, NL Canada
| | - Oscar Meruvia-Pastor
- Department of Computer Sciences, Memorial University of Newfoundland, St. John’s, NL Canada
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Larkins K, Mansour K, Costello D, Gray M, Warrier S, Heriot A, Mohan H. Recommendations for the design of video-based educational interventions as instructional tools in robotic surgical training. J Robot Surg 2022; 17:779-784. [DOI: 10.1007/s11701-022-01513-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2022] [Accepted: 12/10/2022] [Indexed: 12/16/2022]
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Maret D, Barrere S, Ros M, Geeraerts T. Clinical gesture in dental education: presentation of a new immersive virtual reality application in first person point‐of‐view. J Dent Educ 2022. [DOI: 10.1002/jdd.13084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Revised: 07/26/2022] [Accepted: 08/06/2022] [Indexed: 11/08/2022]
Affiliation(s)
- Delphine Maret
- Faculté de Chirurgie Dentaire, Centre Hospitalier Universitaire Université Paul Sabatier Toulouse France
- Laboratoire Centre d'Anthropobiologie et de Génomique de Toulouse (CAGT) Université Paul Sabatier Toulouse France
| | - Sophie Barrere
- Faculté de Chirurgie Dentaire, Centre Hospitalier Universitaire Université Paul Sabatier Toulouse France
| | - Maxime Ros
- Laboratoire interdisciplinaire de recherches en didactique, éducation, formation (LIRDEF) Université de Montpellier France
| | - Thomas Geeraerts
- Institut Toulousain de Simulation en Santé (ItSimS), Université Toulouse 3‐ Paul Sabatier Centre Hospitalier Universitaire Toulouse France
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Bruening DM, Truckenmueller P, Stein C, Fuellhase J, Vajkoczy P, Picht T, Acker G. 360° 3D virtual reality operative video for the training of residents in neurosurgery. Neurosurg Focus 2022; 53:E4. [DOI: 10.3171/2022.5.focus2261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Accepted: 05/17/2022] [Indexed: 11/06/2022]
Abstract
OBJECTIVE
Training of residents is an essential but time-consuming and costly task in the surgical disciplines. During the coronavirus disease 2019 pandemic, surgical education became even more challenging because of the reduced caseload due to the increased shift to corona care. In this context, augmented 360° 3D virtual reality (VR) videos of surgical procedures enable effective off-site training through virtual participation in the surgery. The goal of this study was to establish and evaluate 360° 3D VR operative videos for neurosurgical training.
METHODS
Using a 360° camera, the authors recorded three standard neurosurgical procedures: a lumbar discectomy, brain metastasis resection, and clipping of an aneurysm. Combined with the stereoscopic view of the surgical microscope, 7- to 10-minute 360° 3D VR videos augmented with annotations, overlays, and commentary were created. These videos were then presented to the neurosurgical residents at the authors’ institution using a head-mounted display. Before viewing the videos, the residents were asked to fill out a questionnaire indicating their VR experience and self-assessment of surgical skills regarding the specific procedure. After watching the videos, the residents completed another questionnaire to evaluate their quality and usefulness. The parameters were scaled with a 5-point Likert scale.
RESULTS
Twenty-two residents participated in this study. The mean years of experience of the participants in neurosurgery was 3.2 years, ranging from the 1st through the 7th year of training. Most participants (86.4%) had no or less than 15 minutes of VR experience. The overall quality of the videos was rated good to very good. Immersion, the feeling of being in the operating room, was high, and almost all participants (91%) stated that 360° VR videos provide a useful addition to the neurosurgical training. VR sickness was negligible in the cohort.
CONCLUSIONS
In this study, the authors demonstrated the feasibility and high acceptance of augmented 360° 3D VR videos in neurosurgical training. Augmentation of 360° videos with complementary and interactive content has the potential to effectively support trainees in acquiring conceptual knowledge. Further studies are necessary to investigate the effectiveness of their use in improving surgical skills.
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Affiliation(s)
| | | | - Christian Stein
- Cluster of Excellence: “Matters of Activity. Image Space Material,” Humboldt University, Berlin
- gamelab.berlin, Cluster of Excellence: “Matters of Activity. Image Space Material,” Humboldt University, Berlin
| | - Josch Fuellhase
- Department of Neurosurgery, Charité–Universitätsmedizin Berlin
| | - Peter Vajkoczy
- Department of Neurosurgery, Charité–Universitätsmedizin Berlin
| | - Thomas Picht
- Department of Neurosurgery, Charité–Universitätsmedizin Berlin
- Cluster of Excellence: “Matters of Activity. Image Space Material,” Humboldt University, Berlin
- Berlin Simulation and Training Center (BeST), Charité–Universitätsmedizin Berlin; and
| | - Gueliz Acker
- Department of Neurosurgery, Charité–Universitätsmedizin Berlin
- Berlin Institute of Health, BIH Academy, Clinician Scientist Program, Charité–Universitätsmedizin Berlin, Germany
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Vrillon A, Gonzales-Marabal L, Ceccaldi PF, Plaisance P, Desrentes E, Paquet C, Dumurgier J. Using virtual reality in lumbar puncture training improves students learning experience. BMC MEDICAL EDUCATION 2022; 22:244. [PMID: 35379253 PMCID: PMC8981937 DOI: 10.1186/s12909-022-03317-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Accepted: 02/28/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Lumbar puncture (LP) is a commonly performed medical procedure in a wide range of indications. Virtual reality (VR) provides a stimulating, safe and efficient learning environment. We report the design and the evaluation of a three dimensions (3D) video for LP training. METHODS We recorded a stereoscopic 180-degrees 3D video from two LPs performed in clinical settings in Fernand Widal Lariboisière University Hospital, Paris, France. The video was administered to third-year medical students as well as to a residents and attendings group during LP simulation-based training sessions. RESULTS On 168 participants (108 novice third-year medical students, and 60 residents and attendings with prior LP experience), satisfaction after video exposure was high (rated 4.7 ± 0.6 on a 5-point scale). No significant discomfort was reported (comfort score graded 4.5 ± 0.8 on 5). LP-naive students displayed higher satisfaction and perceived benefit than users with prior LP experience (overall, P < 0.05). Trainees evaluated favorably the 3D feature and supported the development of similar tutorials for other medical procedures (respectively, 3.9 ± 1.1 and 4.4 ± 0.9 on 5). CONCLUSION We report our experience with a 3D video for LP training. VR support could increase knowledge retention and skill acquisition in association to LP simulation training.
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Affiliation(s)
- Agathe Vrillon
- Cognitive Neurology Centre, GHU APHP Nord University Hospital Lariboisière Fernand-Widal, Paris, France.
- Université de Paris, INSERM U1144, Therapeutic Optimization in Neuropsychopharmacology, Paris, France.
| | | | | | - Patrick Plaisance
- Université de Paris, Simulation department, iLumens Paris Nord, Medical School, Paris, France
| | - Eric Desrentes
- Université de Paris, Simulation department, iLumens Paris Nord, Medical School, Paris, France
| | - Claire Paquet
- Cognitive Neurology Centre, GHU APHP Nord University Hospital Lariboisière Fernand-Widal, Paris, France
- Université de Paris, INSERM U1144, Therapeutic Optimization in Neuropsychopharmacology, Paris, France
| | - Julien Dumurgier
- Cognitive Neurology Centre, GHU APHP Nord University Hospital Lariboisière Fernand-Widal, Paris, France
- Université de Paris, Inserm U1153, Epidemiology of Ageing and Neurodegenerative diseases, Paris, France
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Moura Neto ED, Fonseca BHDS, Rocha DS, Souza LAPSD, Abdalla DR, Viana DA, Luvizutto GJ. Additional acute effects of virtual reality head-mounted displays on balance outcomes in non-disabled individuals: a proof-of-concept study. MOTRIZ: REVISTA DE EDUCACAO FISICA 2022. [DOI: 10.1590/s1980-657420220006721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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A phenomenological study of the use of 360° Virtual Reality (VR) video in pediatric and neonatal resuscitation training. HEALTH AND TECHNOLOGY 2021. [DOI: 10.1007/s12553-021-00615-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Lin JC, Welle N, Ding J, Chuen J. A look to the future: Pandemic-induced digital technologies in vascular surgery. Semin Vasc Surg 2021; 34:139-151. [PMID: 34642034 PMCID: PMC8502076 DOI: 10.1053/j.semvascsurg.2021.08.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Revised: 08/03/2021] [Accepted: 08/03/2021] [Indexed: 02/03/2023]
Abstract
Like many areas of medicine, vascular surgery has been transformed by the COVID-19 (coronavirus disease 2019) pandemic. Public health precautions to minimize disease transmission have led to reduced attendance at hospitals and clinics in elective and emergency settings; fewer face-to-face and hands-on clinical interactions; and increased reliance on telemedicine, virtual attendance, investigations, and digital therapeutics. However, a “silver lining” to the COVID-19 pandemic may be the mainstream acceptance and acceleration of telemedicine, remote monitoring, digital health technology, and three-dimensional technologies, such as three-dimensional printing and virtual reality, by connecting health care providers to patients in a safe, reliable, and timely manner, and supplanting face-to-face surgical simulation and training. This review explores the impact of these changes in the delivery of vascular surgical care.
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Affiliation(s)
- Judith C Lin
- Michigan State University College of Human Medicine 4660 S. Hagadorn Rd. Ste. #600 East Lansing, MI 48823.
| | - Nicholas Welle
- Michigan State University College of Osteopathic Medicine, Lansing, MI
| | - Joel Ding
- Austin Health Department of Surgery, The University of Melbourne, Heidelberg, Australia
| | - Jason Chuen
- Austin Health Department of Surgery, The University of Melbourne, Heidelberg, Australia
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Instructional Design of Virtual Learning Resources for Anatomy Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2021; 1317:75-110. [PMID: 33945133 DOI: 10.1007/978-3-030-61125-5_5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Virtual learning resources (VLRs) developed using immersive technologies like virtual reality are becoming popular in medical education, particularly in anatomy. However, if VLRs are going to be more widely adopted, it is important that they are designed appropriately. The overarching aim of this study was to propose guidelines for the instructional design of VLRs for anatomy education. More specifically, the study grounded these guidelines within cognitive learning theories through an investigation of the cognitive load imposed by VLRs. This included a comparison of stereoscopic and desktop VLR deliveries and an evaluation of the impact of prior knowledge and university experience. Participants were voluntarily recruited to experience stereoscopic and desktop deliveries of a skull anatomy VLR (UNSW Sydney Ethics #HC16592). A MyndBand® electroencephalography (EEG) headset was used to collect brainwave data and theta power was used as an objective cognitive load measure. The National Aeronautics and Space Administration task load index (NASA-TLX) was used to collect perceptions as a subjective measure. Both objective and subjective cognitive load measures were higher overall for the stereoscopic delivery and for participants with prior knowledge, and significantly higher for junior students (P = 0.038). Based on this study's results, those of several of our previous studies and the literature, various factors are important to consider in VLR design. These include delivery modality, their application to collaborative learning, physical fidelity, prior knowledge and prior university experience. Overall, the guidelines proposed based on these factors suggest that VLR design should be learner-centred and aim to reduce extraneous cognitive load.
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Weiss TL, Bailenson JN, Bullock K, Greenleaf W. Reality, from virtual to augmented. Digit Health 2021. [DOI: 10.1016/b978-0-12-818914-6.00018-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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12
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Ros M, Debien B, Cyteval C, Molinari N, Gatto F, Lonjon N. Applying an immersive tutorial in virtual reality to learning a new technique. Neurochirurgie 2020; 66:212-218. [PMID: 32623059 DOI: 10.1016/j.neuchi.2020.05.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2020] [Revised: 05/13/2020] [Accepted: 05/17/2020] [Indexed: 11/27/2022]
Abstract
OBJECTIVE The medical world is continuously evolving, with techniques being created or improved almost daily. Immersive virtual reality (VR) is a technology that could be harnessed to develop tools that meet the educational challenges of this changing environment. We previously described the immersive tutorial, a 3D video (filmed from the first-person point of view), displayed on a VR application. This tool offers access to supplementary educational data in addition to the video. Here we attempt to assess improvement in learning a technique using this new educational format. MATERIAL AND METHODS We selected a single neurosurgical technique for the study: external ventricular drainage. We wrote a technical note describing this procedure and produced the corresponding immersive tutorial. We conducted a prospective randomized comparative study with students. All participants read the technical note, and one group used the immersive tutorial as a teaching supplement. The students completed a multiple-choice questionnaire immediately after the training and again at six months. RESULTS One hundred seventy-six fourth-year medical students participated in the study; 173 were included in assessing the immediate learning outcomes and 72 were included at the six-month follow-up. The VR group demonstrated significantly better short-term results than the control group (P=0.01). The same trend was seen at six months. CONCLUSION To our knowledge, this study presents one of the largest cohorts for VR. The use of the immersive tutorial could enable a large number of healthcare professionals to be trained without the need for expensive equipment.
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Affiliation(s)
- M Ros
- Education sciences school - LIRDEF, Montpellier university 3, 2, place Marcel-Godechot, 34000 Montpellier, France.
| | - B Debien
- Medical simulation training center, 641, avenue du Doyen Gaston-Giraud, 34090 Montpellier, France; Montpellier medical school, 2, rue de l'École de Médecine, 34090 Montpellier, France
| | - C Cyteval
- Radiology department, Lapeyronie hospital, 371, avenue du Doyen Gaston-Giraud, 34090 Montpellier, France; Montpellier medical school, 2, rue de l'École de Médecine, 34090 Montpellier, France
| | - N Molinari
- IT medical department, Lapeyronie hospital, 371, avenue du Doyen Gaston-Giraud, 34090 Montpellier, France; Montpellier medical school, 2, rue de l'École de Médecine, 34090 Montpellier, France
| | - F Gatto
- Education sciences school - LIRDEF, Montpellier university 3, 2, place Marcel-Godechot, 34000 Montpellier, France
| | - N Lonjon
- Neurosurgery department, Gui de Chauliac hospital, 80, avenue Augustin-Fliche, 34295 Montpellier, France; Montpellier medical school, 2, rue de l'École de Médecine, 34090 Montpellier, France
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Ros M, Neuwirth LS. Increasing global awareness of timely COVID-19 healthcare guidelines through FPV training tutorials: Portable public health crises teaching method. NURSE EDUCATION TODAY 2020; 91:104479. [PMID: 32473497 PMCID: PMC7241308 DOI: 10.1016/j.nedt.2020.104479] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Accepted: 05/19/2020] [Indexed: 05/05/2023]
Abstract
INTRODUCTION The current COVID-19 pandemic has prompted a timely response from the healthcare system train a large and diverse group of healthcare workers/responders swiftly. METHODS In order to address this need, we created a downloadable pedagogical video content through first-person point-of-view to rapidly train users on COVID-19 procedures in the Revinax® Handbook mobile App. Eight new tutorials were designed through this technology platform to assist healthcare workers/responders caring for COVID-19 patients. A survey was then sent to assess their interest. RESULTS In one-month since the App was created, it was downloaded by 12,516 users and a feedback survey determined that the users valued the tutorials in helping them learn COVID-19 procedures efficiently in real-time. The fast-growing number of downloads and positive user feedback evidences that we created a valuable educational tool with an emergent- and growing-demand. DISCUSSION The 71.48% App user response rate, showed largely positive feedback of the COVID-19 tutorial. The fact that these healthcare workers/responders took the time to complete the survey during a pandemic was indicative of its immediate value. Further, the App users indicated that they FPV tutorial was rather helpful in addressing their training needs regarding their roles in COVID-19 patient care during the pandemic. CONCLUSION The tutorials were deployed to offer efficient and rapid global public health educational outreach as a tool to address COVID-19 healthcare training in a timely manner.
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Affiliation(s)
- Maxime Ros
- REVINAX, Cap Omega, Montpellier, France; Education Sciences School - LIRDEF, Montpellier University, Montpellier, France.
| | - Lorenz S Neuwirth
- Psychology Department, SUNY, Old Westbury, NY, USA; SUNY Neuroscience Research Institute (NRI), SUNY, Old Westbury, NY, USA
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Toward the development of 3-dimensional virtual reality video tutorials in the French neurosurgical residency program. Example of the combined petrosal approach in the French College of Neurosurgery. Neurochirurgie 2019; 65:152-157. [DOI: 10.1016/j.neuchi.2019.04.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2018] [Revised: 03/25/2019] [Accepted: 04/29/2019] [Indexed: 11/20/2022]
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Coyne L, Merritt TA, Parmentier BL, Sharpton RA, Takemoto JK. The Past, Present, and Future of Virtual Reality in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7456. [PMID: 31065173 PMCID: PMC6498191 DOI: 10.5688/ajpe7456] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2018] [Accepted: 01/24/2019] [Indexed: 05/02/2023]
Abstract
Objective. To characterize how virtual reality (VR) has been and is being used in pharmacy education, and evaluate the projected utility of VR technology in pharmacy education in the future. Findings. Virtual reality technology has been used in pharmacy education for many years to provide engaging learning experiences. Although these learning experiences were not available in the three-dimensional digital environments provided by current VR, they demonstrated improvements in learning. Recent technological advancements have substantially increased the potential usefulness of VR for pharmacy education by providing immersive educational activities that mimic real world experiences to reinforce didactic and laboratory concepts. Virtual reality training that uses head-mounted displays is just beginning in pharmacy education, but more educational VR programs are becoming available. Further research will be necessary to fully understand the potential impact of VR on pharmacy education. Summary. Virtual reality technology can provide an immersive and interactive learning environment, overcoming many of the early challenges faced by instructors who used virtual activities for pharmacy education. With further technological and software development, VR has the potential to become an integral part of pharmacy education.
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Affiliation(s)
- Leanne Coyne
- Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, Tyler, Texas
| | - Thayer A Merritt
- Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, Tyler, Texas
| | - Brittany L Parmentier
- Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, Tyler, Texas
| | - Rachel A Sharpton
- Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, Tyler, Texas
| | - Jody K Takemoto
- Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, Tyler, Texas
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