Researching the application of virtual reality in medical education: one-year follow-up of a randomized trial

Virtual reality training for postpartum uterine balloon insertion - a multi-center randomized controlled trial

BACKGROUND

Virtual reality provides users a unique opportunity to learn through a fully immersive platform that may be beneficial in postgraduate medical education.

OBJECTIVE

The primary objective of the study was to assess the feasibility of virtual reality in the training of obstetrics and gynecology residents in the insertion of a postpartum balloon for management of postpartum hemorrhage.

STUDY DESIGN

A multi-center randomized control trial involving obstetric residents (n=40) from two tertiary level perinatal centers - The National Maternity Hospital & The Rotunda, Dublin, Ireland from July 3rd to July 6th 2023. Participants were randomly assigned to an intervention group (n=21) and a control group (n=19). All participants filled in a pre-study survey assessing knowledge, experience in postpartum hemorrhage management, confidence levels, experience of virtual reality and thoughts on its use in medical education. The intervention group received a virtual reality immersive tutorial whilst the control group received no teaching. The decision not to offer the control group any teaching was to reflect the current situation in our hospitals where there is no regular formal teaching on insertion of postpartum balloon prior to night or weekend duty on the labor ward. The use of VR in this scenario provides residents with a new opportunity for accessible simulation training. Both groups were then tested on insertion of a postpartum uterine balloon in a model pelvis. Residents were timed and insertion technique was objectively marked, in line with manufacturer guidelines. Following insertion on the model, participants completed a survey including assessment of knowledge, confidence levels, satisfaction, side effects & benefits of virtual reality. The primary outcome was a structured objective assessment of the residents on the insertion technique of the balloon in a pelvic model. Secondary outcomes were time taken to complete the task, knowledge and confidence levels and any side effects of virtual reality. We calculated descriptive statistics such as frequency and percentage for categorical data. The paired t-test was used to compare mean scores before and after the intervention, both for the multiple choice questionnaire and confidence levels. Statistical significance was defined as a p-value of <0.05.

RESULTS

The intervention group scored significantly better in the objective technique assessment post learning experience compared to the control group (9.29/10 vs 7.26/10, P<0.001). The median time for task completion in the intervention group was significantly less than that of the control group (3minutes vs 4 minutes, P=0.012) and resident confidence improved more in the intervention VR group (0.42 vs 0.62, P<0.001). Both groups scored better in the multiple-choice questionnaire post learning experience, however there was no significant difference between them.

CONCLUSION

Virtual reality is beneficial to residents for teaching insertion of a postpartum balloon, in terms of technique, time taken and confidence levels.

Development and evaluation of a PICC virtual simulator in neonatal nursing: A randomized controlled trial

BACKGROUND

Peripherally Inserted Central Catheter (PICC) is essential in neonatal care, especially for critically ill infants. Traditional training for neonatal PICC insertion faces challenges such as high costs and limited practice opportunities. Virtual simulation technology has emerged as a potential training tool, providing a realistic, risk-free learning environment.

OBJECTIVES

The study aimed to assess the effectiveness of a virtual simulation teaching system in neonatal PICC care training, focusing on improving nursing students' knowledge， skills and interest in pediatric nursing.

DESIGN

A quasi-experimental design was used, with assessments conducted before and after the activity.

PARTICIPANTS

The study involved 58 graduate nursing students from China Medical University, divided into experimental and control groups.

METHODS

The System Usability Scale (SUS) was utilized to assess teachers' experiences with the PICC virtual simulation software. Students' perceptions of the software and their interest in pediatric nursing were measured using Self-Administered Questionnaires. Furthermore, Theoretical and Operational Assessments were applied to determine the extent of students' knowledge and practical skills before and after experimentation.

RESULTS

Teachers and students have favorably evaluated the software system, with notable improvements in theoretical scores following testing. While the virtual simulation system does not enhance practical skills, it does increase student interest in pediatric nursing and employment.

CONCLUSIONS

This neonatal virtual simulation software serves as a complement to, rather than a replacement for, traditional clinical training. Its integration into educational programs significantly enhances learning outcomes.

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

BACKGROUND

The effectiveness of flipped classroom (FC) on puncture skills in medical education is still uncertain. This study aimed to assess the role of the FC model in puncture skills and investigate the acceptance and approval of FC among medical students and instructors.

METHODS

A mixed research approach of quasi-experimental research design and descriptive qualitative research was conducted in September 2022 for one month, using an FC teaching method that combined instructional videos and group learning. The study participants were 71 fifth-year medical students from two classes at a Chinese medical school and four instructors. The medical students were randomly divided into two groups: the traditional classroom (TC) group (Group A) and the FC group (Group B). For teaching, Group B used FC, and Group A used PowerPoint-based TC. The effectiveness of the two teaching models was assessed with Objective Structured Clinical Examination (OSCE), and questionnaires were distributed to the medical students and instructors after the assessment. Two independent sample t-tests were used to analyse the differences in demographic data and the OSCE scores of the two groups of medical students.

RESULTS

Group B scored higher in puncture skills than Group A, especially regarding abdominal puncture (p = 0.03), thoracentesis (p < 0.001), bone marrow puncture (p < 0.001) and average performance of puncture skills (p < 0.001). For lumbar puncture, no difference in skill scores was observed between groups A and B (p > 0.409). The medical students thought that the FC improved their self-learning ability and helped them acquire knowledge. Regarding the OSCE of their skills, most medical students thought that it was more innovative and objective than traditional examinations and that it was better for assessing their overall abilities. Both the FC and OSCE were supported by the medical students. The instructors were also satisfied with the students' performance in the FC and supported the teaching model, agreeing to continue using it.

CONCLUSIONS

This study shows that FC teaching that combines instructional videos and group learning is a reliable and well-received teaching method for puncture skills, which supplements and expands existing teaching methods in the medical field.

Mirror training device improves dental students' performance on virtual simulation dental training system

INTRODUCTION

Clinical practice of dentistry entails the use of indirect vision using a dental mirror. The Mirrosistant is a device that helps dental students become proficient with use of indirect vision mirror operation. This study aimed to explore the role of the Mirrosistant on students' performance with the virtual simulation dental training system.

MATERIALS AND METHODS

A total of 72 dental students were equally assigned to the Control group and the Experimental group. Subsequently, Mirrosistant was used to conduct a series of mirror training exercises in the Experimental group. The training consisted of tracing the edge and filling in the blank of the prescribed shape, as well as preparing the specified figure on raw eggs using indirect vision via Mirrosistant. Next, both groups were examined using the SIMODONT system, a virtual reality dental trainer, for mirror operation. In addition, a five-point Likert scale questionnaire was used to assess student feedback by using Mirrosistant.

RESULTS

The mirror operation examination conducted by the SIMODONT system revealed that mirror training using Mirrosistant had statistically improved students' performances (score: 80.42 ± 6.43 vs. 69.89 ± 15.98, P = 0.0005) and shorten their performance time of mirror operation (time of seconds: 243.28 ± 132.83 vs. 328.53 ± 111.89, P = 0.0013). Furthermore, the questionnaire survey indicated that the participants had positive attitudes toward the mirror training using Mirrosistant. Most students believed that the mirror training device could improve their perceptions of direction and distance, as well as their sensations of dental operation and dental fulcrum.

CONCLUSION

Mirror training using Mirrosistant can enhance dental students' mirror perceptual and operational skills on virtual simulation dental training system.