Drozdova A, Polokova K, Jiravsky O, Jiravska Godula B, Chovancik J, Ranic I, Jiravsky F, Hecko J, Sknouril L. Comparing Conventional Physician-Led Education with VR Education for Pacemaker Implantation: A Randomized Study.
Healthcare (Basel) 2024;
12:976. [PMID:
38786387 PMCID:
PMC11121498 DOI:
10.3390/healthcare12100976]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2024] [Revised: 04/26/2024] [Accepted: 05/04/2024] [Indexed: 05/25/2024] Open
Abstract
INTRODUCTION
Education of patients prior to an invasive procedure is pivotal for good cooperation and knowledge retention. Virtual reality (VR) is a fast-developing technology that helps educate both medical professionals and patients.
OBJECTIVE
To prove non-inferiority of VR education compared to conventional education in patients prior to the implantation of a permanent pacemaker (PPM).
METHODS
150 participants scheduled for an elective implantation of a PPM were enrolled in this prospective study and randomized into two groups: the VR group (n = 75) watched a 360° video about the procedure using the VR headset Oculus Meta Quest 2, while the conventional group (n = 75) was educated by a physician. Both groups filled out a questionnaire to assess the quality of education pre- and in-hospital, their knowledge of the procedure, and their subjective satisfaction.
RESULTS
There was no significant difference in the quality of education. There was a non-significant trend towards higher educational scores in the VR group. The subgroup with worse scores was older than the groups with higher scores (82 vs. 76 years, p = 0.025). Anxiety was reduced in 92% of participants.
CONCLUSION
VR proved to be non-inferior to conventional education. It helped to reduce anxiety and showed no adverse effects.
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