1
|
Liping L, Xiaoxia F, Yu Z, Yiwei W. Enhancing emergency competencies in healthcare professionals via murder mystery games: An innovative gamification learning-based approach. Int Emerg Nurs 2024; 77:101510. [PMID: 39243735 DOI: 10.1016/j.ienj.2024.101510] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Revised: 08/10/2024] [Accepted: 08/24/2024] [Indexed: 09/09/2024]
Abstract
BACKGROUND Enhancing the emergency competencies of healthcare professionals is essential for ensuring patient safety, optimizing emergency response efficiency, and fostering effective team collaboration. However, traditional simulation-based methods often struggle to accurately replicate real-life emergencies, resulting in outcomes that may not fully reflect actual performance, thereby undermining their effectiveness in training and developing the critical skills needed for emergency situations. OBJECTIVE This study evaluated the effectiveness of using murder mystery games (MMGs) as a gamified learning method to enhance the emergency competencies of healthcare professionals. METHODS Twelve scripts of emergency scenarios were developed for the MMGs, and five assessment scales were established, covering emergency response, scenario decision-making, team collaboration, emotional support, and human care. Questionnaire data were analyzed between the experimental and control groups using Chi-square tests for five dimensions and nineteen indicators of emergency competencies. RESULTS The performance of the experimental group in emergency response and emotional support was significantly higher than that of the control group (P<0.001). The experimental group also showed notable excellence in scenario decision-making, team collaboration, and human care (P<0.005). CONCLUSIONS Emergency capabilities can be significantly enhanced through murder mystery games, providing robust support for improving the quality of medical services.
Collapse
Affiliation(s)
- Li Liping
- Department of Infectious Diseases, Xinxiang Central Hospital, Xinxiang 453000, China; The Fourth Clinical College, Xinxiang Medical University, Xinxiang 453003, China
| | - Fang Xiaoxia
- Department of Infectious Diseases, Xinxiang Central Hospital, Xinxiang 453000, China; The Fourth Clinical College, Xinxiang Medical University, Xinxiang 453003, China.
| | - Zhang Yu
- Department of Infectious Diseases, Xinxiang Central Hospital, Xinxiang 453000, China; The Fourth Clinical College, Xinxiang Medical University, Xinxiang 453003, China
| | - Wei Yiwei
- Henan Dongjin Information Technology Co., Ltd, Zhengzhou 450007, China
| |
Collapse
|
2
|
Altintas L, Sahiner M. Transforming medical education: the impact of innovations in technology and medical devices. Expert Rev Med Devices 2024; 21:797-809. [PMID: 39235206 DOI: 10.1080/17434440.2024.2400153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2024] [Accepted: 08/30/2024] [Indexed: 09/06/2024]
Abstract
INTRODUCTION The rapid advancement of technology and the integration of innovative medical devices are significantly transforming medical education. This review examines the impact of these changes and the importance of adapting educational strategies to leverage these advancements. AREAS COVERED This narrative review employs a qualitative approach. From an initial pool of 294 articles, researchers conducted independent screenings and identified 134 studies relevant to innovations in technology and their impact on medical education. Following a comprehensive review and consensus, studies deemed to be of low relevance were excluded, resulting in a final selection of 74 articles. An expert panel discussion was held, and the study concludes with a final section that presents the findings and offers brief, clear recommendations. EXPERT OPINION This study indicates that the utilization of Innovative medical technologies has the potential to enhance learning outcomes. The use of simulations allows students to engage in hands-on practice without risking patient harm. Mobile devices afford students uninterrupted access to educational resources, thereby enabling efficient learning. Artificial intelligence (AI) has the potential to personalize education, enhance diagnostic skills, and foster critical thinking. Further research in this field has the potential to yield significant insights.
Collapse
Affiliation(s)
- Levent Altintas
- Department of Medical Education, Faculty of Medicine, Acibadem Mehmet Ali Aydinlar University, Istanbul, Turkey
| | - Melike Sahiner
- Department of Medical Education, Faculty of Medicine, Acibadem Mehmet Ali Aydinlar University, Istanbul, Turkey
| |
Collapse
|
3
|
Almazrou S, Alanezi F, Almutairi SA, AboAlsamh HM, Alsedrah IT, Arif WM, Alsadhan AA, AlSanad DS, Alqahtani NS, AlShammary MH, Bakhshwain AM, Almuhanna AF, Almulhem M, Alnaim N, Albelali S, Attar RW. Enhancing medical students critical thinking skills through ChatGPT: An empirical study with medical students. Nutr Health 2024:2601060241273627. [PMID: 39150341 DOI: 10.1177/02601060241273627] [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: 08/17/2024]
Abstract
STUDY PURPOSE This study aims to assess the effectiveness of ChatGPT in critical thinking skills among medical students. METHODS This cross-sectional survey study recruited 392 medical students from three public universities in Saudi Arabia. Participants completed an online questionnaire assessing perceptions of ChatGPT's impact on critical thinking skills. Data were analyzed using SPSS, employing descriptive statistics, t-tests, analysis of variance, and Cronbach's alpha to evaluate reliability. RESULTS Significant gender-based differences were found in perceptions of ChatGPT's efficacy, particularly in generating diverse perspectives (P = 0.0407*) and encouraging questioning (P = 0.0277*). Reflective practice perceptions varied significantly by age (P = 0.0302*), while academic backgrounds yielded significant differences across all factors assessed (P < 0.0001*). Overall, 92.6% believed integrating ChatGPT would benefit critical thinking skills. Most participants (N = 174) strongly agreed that ChatGPT improved critical thinking. CONCLUSION Integrating ChatGPT into medical education could offer valuable opportunities for fostering critical thinking abilities, albeit with the need for addressing associated challenges and ensuring inclusivity.
Collapse
Affiliation(s)
- Saja Almazrou
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Fahad Alanezi
- Department Management Information Systems, College of Business Administration, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Saud Asman Almutairi
- College of Business Administration, Imam Abdlurahman Bin Faisal University, Dammam, Saudi Arabia
| | - Hoda M AboAlsamh
- College of Business Administration, Imam Abdlurahman Bin Faisal University, Dammam, Saudi Arabia
| | - Ibrahim Tawfeeq Alsedrah
- College of Business Administration, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Wejdan M Arif
- Department of Radiological Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | | | - Duha Sami AlSanad
- IT Department, University Affiliation (company): Dammam, Saud Arabia
| | - Nasser S Alqahtani
- Community Health Department, Northern Border University, Arar, Saudi Arabia
| | - Miznah Hizam AlShammary
- College of Business Administration, Imam Abdlurahman Bin Faisal University, Dammam, Saudi Arabia
| | - Amal Mubarak Bakhshwain
- Pediatric Emergency Medicine Consultant, Ministry of Health, King Saud Medical City, Riyadh, Saudi Arabia
| | - Afnan Fahd Almuhanna
- Radiology Department, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Munerah Almulhem
- Department of mathematics, College of Science and Humanities, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Norah Alnaim
- Department of Computer, College of Science and Humanities, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Salma Albelali
- Department of Computer, College of Science and Humanities, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Razaz Waheeb Attar
- Management Department, College of Business Administration, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
| |
Collapse
|
4
|
Zhu S, Li Z, Sun Y, Kong L, Yin M, Yong Q, Gao Y. A Serious Game for Enhancing Rescue Reasoning Skills in Tactical Combat Casualty Care: Development and Deployment Study. JMIR Form Res 2024; 8:e50817. [PMID: 39133911 PMCID: PMC11347892 DOI: 10.2196/50817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Revised: 12/15/2023] [Accepted: 05/31/2024] [Indexed: 08/30/2024] Open
Abstract
BACKGROUND Serious games (SGs) have emerged as engaging and instructional digital simulation tools that are increasingly being used for military medical training. SGs are often compared with traditional media in terms of learning outcomes, but it remains unclear which of the 2 options is more efficient and better accepted in the process of knowledge acquisition. OBJECTIVE This study aimed to create and test a scenario-based system suitable for enhancing rescue reasoning skills in tactical combat casualty care. METHODS To evaluate the effectiveness of the SGs, a randomized, observational, comparative trial was conducted. A total of 148 members from mobile medical logistics teams were recruited for training. Pre- and posttraining assessments were conducted using 2 different formats: a video-based online course (n=78) and a game simulation (n=70). We designed 3 evaluation instruments based on the first 2 levels of the Kirkpatrick model (reaction and learning) to measure trainees' satisfaction, knowledge proficiency, and self-confidence. RESULTS There were 4 elements that made up the learning path for the SGs: microcourses (video-based online courses), self-test, game simulation, and record query. The knowledge test scores in both groups were significantly higher after the intervention (t154=-6.010 and t138=-7.867, respectively; P<.001). For 5 simulation cases, the average operation time was 13.6 (SD 3.3) minutes, and the average case score was 279.0 (SD 57.6) points (from a possible total of 500 points), with a score rate of only 44% (222/500 points) to 67% (336/500 points). The results indicated no significant difference in trainees' satisfaction between the 2 training methods (P=.04). However, the game simulation method outperformed the video-based online course in terms of learning proficiency (t146=-2.324, P=.02) and self-perception (t146=-5.492, P<.001). CONCLUSIONS Despite the high satisfaction reported by trainees for both training methods, the game simulation approach demonstrated superior efficiency and acceptance in terms of knowledge acquisition, self-perception, and overall performance. The developed SG holds significant potential as an essential assessment tool for evaluating frontline rescue skills and rescue reasoning in mobile medical logistics teams.
Collapse
Affiliation(s)
- Siyue Zhu
- Medical School of Chinese People's Liberation Army, Department of Emergency Medicine, the Second Medical Center & National Clinical Research Center for Geriatric Diseases, Chinese People's Liberation Army General Hospital, Beijing, China
| | - Zenan Li
- Garrison Veteran Cadres Activity Center, Beijing, China
| | - Ying Sun
- Department of Emergency Medicine, the Third Medical Center, Chinese People's Liberation Army General Hospital, Beijing, China
| | - Linghui Kong
- Health Service Training Center, Chinese People's Liberation Army General Hospital, Beijing, China
| | - Ming Yin
- Department of Emergency Medicine, the Second Medical Center & National Clinical Research Center for Geriatric Diseases, Chinese People's Liberation Army General Hospital, Beijing, China
| | - Qinge Yong
- Department of Nursing, the Second Medical Center & National Clinical Research Center for Geriatric Diseases, Chinese People's Liberation Army General Hospital, Beijing, China
| | - Yuan Gao
- Department of Nursing, the First Medical Center, Chinese People's Liberation Army General Hospital, Beijing, China
| |
Collapse
|
5
|
Rinkinen T, Kinnula M, Nordquist H. Technological development roles and needs in pre-hospital emergency care from the advanced level paramedics' perspective. Int Emerg Nurs 2024; 73:101406. [PMID: 38266321 DOI: 10.1016/j.ienj.2024.101406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Revised: 11/16/2023] [Accepted: 01/08/2024] [Indexed: 01/26/2024]
Abstract
INTRODUCTION The work environment of paramedics is rapidly becoming more technology-oriented, and new innovations are constantly being introduced. The aim of this study was to determine the roles Finnish advanced level paramedics identify for themselves within technological development processes in their experience and what kinds of technological development in pre-hospital emergency care are needed. METHODS This qualitative study utilised essay material written by experienced advanced level paramedics (n = 20), which was analysed using inductive content analysis. RESULTS The paramedics identified direct and indirect roles and clear obstacles. The roles were related to expertise, their own professional skills, supporting development and implementation. The obstacles to participation in technological developed were perceived as the employer's unwillingness to involve grassroots level paramedics, lack of training or expertise, and overall unrecognised role. Technological development was seen to be needed regarding information and communication technology, treatment tools, and equipment. Further, nationally homogenous technological development that supports the quality and safety of nursing work and the integration of digitalization into education were also seen as needed. CONCLUSIONS Paramedics can be innovative and active technology developers with extensive expertise in the technology of their field. Employers and technology developers should be encouraged to enable user-oriented product development and to involve paramedics in development work.
Collapse
Affiliation(s)
- Tuomo Rinkinen
- Emergency Medical Services, University of Turku and Turku University Hospital, Finland.
| | - Marianne Kinnula
- University of Oulu, Faculty of Information Technology and Electrical Engineering, Interact Research Unit, Finland.
| | - Hilla Nordquist
- South-Eastern Finland University of Applied Sciences, Department of Healthcare and Emergency Care, Finland.
| |
Collapse
|
6
|
Lavoie E, Hebert JS, Chapman CS. Comparing eye-hand coordination between controller-mediated virtual reality, and a real-world object interaction task. J Vis 2024; 24:9. [PMID: 38393742 PMCID: PMC10905649 DOI: 10.1167/jov.24.2.9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Accepted: 11/30/2023] [Indexed: 02/25/2024] Open
Abstract
Virtual reality (VR) technology has advanced significantly in recent years, with many potential applications. However, it is unclear how well VR simulations mimic real-world experiences, particularly in terms of eye-hand coordination. This study compares eye-hand coordination from a previously validated real-world object interaction task to the same task re-created in controller-mediated VR. We recorded eye and body movements and segmented participants' gaze data using the movement data. In the real-world condition, participants wore a head-mounted eye tracker and motion capture markers and moved a pasta box into and out of a set of shelves. In the VR condition, participants wore a VR headset and moved a virtual box using handheld controllers. Unsurprisingly, VR participants took longer to complete the task. Before picking up or dropping off the box, participants in the real world visually fixated the box about half a second before their hand arrived at the area of action. This 500-ms minimum fixation time before the hand arrived was preserved in VR. Real-world participants disengaged their eyes from the box almost immediately after their hand initiated or terminated the interaction, but VR participants stayed fixated on the box for much longer after it was picked up or dropped off. We speculate that the limited haptic feedback during object interactions in VR forces users to maintain visual fixation on objects longer than in the real world, altering eye-hand coordination. These findings suggest that current VR technology does not replicate real-world experience in terms of eye-hand coordination.
Collapse
Affiliation(s)
- Ewen Lavoie
- Faculty of Kinesiology, Sport, and Recreation, Neuroscience and Mental Health Institute, University of Alberta, Edmonton, AB, Canada
| | - Jacqueline S Hebert
- Division of Physical Medicine and Rehabilitation, Department of Biomedical Engineering, University of Alberta, Edmonton, AB, Canada
- Glenrose Rehabiliation Hospital, Alberta Health Services, Edmonton, AB, Canada
| | - Craig S Chapman
- Faculty of Kinesiology, Sport, and Recreation, Neuroscience and Mental Health Institute, University of Alberta, Edmonton, AB, Canada
| |
Collapse
|
7
|
Abbas JR, Chu MMH, Jeyarajah C, Isba R, Payton A, McGrath B, Tolley N, Bruce I. Virtual reality in simulation-based emergency skills training: A systematic review with a narrative synthesis. Resusc Plus 2023; 16:100484. [PMID: 37920857 PMCID: PMC10618508 DOI: 10.1016/j.resplu.2023.100484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Revised: 09/22/2023] [Accepted: 09/25/2023] [Indexed: 11/04/2023] Open
Abstract
Objective An important role is predicted for virtual reality (VR) in the future of medical education. We performed a systematic review of the literature with a narrative synthesis, to examine the current evidence for VR in simulation-based emergency skills training. We broadly define emergency skills as any clinical skill used in the emergency care of patients across all clinical settings. Methods This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) guidelines. The data sources accessed during this study included: PubMed, CINAHL, EMBASE, AMED, EMCARE, HMIC, BNI, PsychINFO, Medline, CENTRAL, SCOPUS, Web of Science, BIOSIS Citation Index, ERIC, ACM Digital Library, IEEE Xplore, and ProQuest Dissertations and Thesis Global. Cochrane's Rob 2 and ROBVIS tools were used during study quality assessment. No ethical review was required for this work. Results Thirty-four articles published between 14th March 1998 and 1st March 2022 were included in this review. Studies were predominantly conducted in the USA and Europe and focussed on a variety of healthcare disciplines including medical, nursing, and allied health. VR education was delivered using head-mounted displays, Cave Automatic Virtual Environment systems, and bespoke setups. These systems delivered education in a variety of areas (emergency medicine, equipment training, obstetrics, and basic/advanced life support). Subjective potential advantages of this technology included realism, replayability, and time-effectiveness. Reports of adverse events were low in frequency across the included studies. Whilst clear educational benefit was generally noted, this was not reflected in changes to patient-based outcomes. Conclusion There may be educational benefit to using VR in the context of simulation-based emergency skills training including knowledge gain and retention, skill performance, acceptability, usability, and validity. Currently, there is insufficient evidence to demonstrate clear cost-effectiveness, or direct improvement of patient or institutional outcomes, at this stage.
Collapse
Affiliation(s)
- Jonathan R Abbas
- The University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom
- Manchester University NHS Foundation Trust, Oxford Road, Manchester M13 9WL, United Kingdom
| | - Michael M H Chu
- Manchester University NHS Foundation Trust, Oxford Road, Manchester M13 9WL, United Kingdom
| | - Ceyon Jeyarajah
- Manchester University NHS Foundation Trust, Oxford Road, Manchester M13 9WL, United Kingdom
| | - Rachel Isba
- Manchester University NHS Foundation Trust, Oxford Road, Manchester M13 9WL, United Kingdom
- Lancaster Medical School, Lancaster University, Lancaster LA1 4YW, United Kingdom
- Alder Hey Children's NHS Foundation Trust, Eaton Road Liverpool, L12 2AP, United Kingdom
| | - Antony Payton
- The University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom
- VREvo Ltd, The University of Manchester Core Technology Facility, 46 Grafton Street, Manchester, M13 9NT
| | - Brendan McGrath
- Manchester University NHS Foundation Trust, Oxford Road, Manchester M13 9WL, United Kingdom
- Manchester Academic Critical Care, Division of Infection, Immunity and Respiratory Medicine, School of Biological Sciences, Faculty of Biology Medicine and Health, University of Manchester, Manchester Academic Health Sciences Centre, Manchester, United Kingdom
| | - Neil Tolley
- Imperial College Healthcare NHS Trust, The Bays, South Wharf Road, St Mary's Hospital, London W2 1NY, United Kingdom
| | - Iain Bruce
- The University of Manchester, Oxford Road, Manchester M13 9PL, United Kingdom
- Manchester University NHS Foundation Trust, Oxford Road, Manchester M13 9WL, United Kingdom
| |
Collapse
|
8
|
Kluge MG, Maltby S, Kuhne C, Walker N, Bennett N, Aidman E, Nalivaiko E, Walker FR. Evaluation of a Virtual Reality Platform to Train Stress Management Skills for a Defense Workforce: Multisite, Mixed Methods Feasibility Study. J Med Internet Res 2023; 25:e46368. [PMID: 37930751 PMCID: PMC10659241 DOI: 10.2196/46368] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 08/24/2023] [Accepted: 09/18/2023] [Indexed: 11/07/2023] Open
Abstract
BACKGROUND Psychological stress-related injuries within first-responder organizations have created a need for the implementation of effective stress management training. Most stress management training solutions have limitations associated with scaled adoption within the workforce. For instance, those that are effective in civilian populations often do not align with the human performance culture embedded within first-responder organizations. Programs involving expert-led instructions that are high in quality are often expensive. OBJECTIVE This study sought to evaluate a tailored stress management training platform within the existing training schedule of the Australian Defense Force (ADF). The platform, known as Performance Edge (PE), is a novel virtual reality (VR) and biofeedback-enabled stress management skills training platform. Focusing on practical training of well-established skills and strategies, the platform was designed to take advantage of VR technology to generate an immersive and private training environment. This study aimed to assess the feasibility of delivering the VR platform within the existing group-based training context and intended training population. In this setting, the study further aimed to collect data on critical predictors of user acceptance and technology adoption in education, including perceived usability, usefulness, and engagement, while also assessing training impacts. METHODS This study used a mixed methods, multisite approach to collect observational, self-reported, and biometric data from both training staff and trainers within a real-world "on-base" training context in the ADF. Validated scales include the Presence Questionnaire and User Engagement Scale for perceived usefulness, usability, and engagement, as well as the State Mindfulness Scale and Relaxation Inventory, to gain insights into immediate training impacts for specific training modules. Additional surveys were specifically developed to assess implementation feedback, intention to use skills, and perceived training impact and value. RESULTS PE training was delivered to 189 ADF trainees over 372 training sessions. The platform was easy to use at an individual level and was feasible to deliver in a classroom setting. Trainee feedback consistently showed high levels of engagement and a sense of presence with the training content and environment. PE is overall perceived as an effective and useful training tool. Self-report and objective indices confirmed knowledge improvement, increased skill confidence, and increased competency after training. Specific training elements resulted in increased state mindfulness, increased physical relaxation, and reduced breathing rate. The ability to practice cognitive strategies in a diverse, private, and immersive training environment while in a group setting was highlighted as particularly valuable. CONCLUSIONS This study found the VR-based platform (PE) to be a feasible stress management training solution for group-based training delivery in a defense population. Furthermore, the intended end users, both trainers and trainees, perceive the platform to be usable, useful, engaging, and effective for training, suggesting end-user acceptance and potential for technology adoption.
Collapse
Affiliation(s)
- Murielle G Kluge
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
| | - Steven Maltby
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
| | - Caroline Kuhne
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Psychological Sciences, College of Engineering, Science and Environment, The University of Newcastle, Callaghan, Australia
| | - Nicole Walker
- Army School of Health, Australian Defence Force, Canberra, Australia
| | - Neanne Bennett
- Joint Health Command, Department of Defence, Canberra, Australia
| | - Eugene Aidman
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- Human and Decision Sciences Division, Defence Science & Technology Group, Edinburgh, Australia
| | - Eugene Nalivaiko
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
| | - Frederick Rohan Walker
- Centre for Advanced Training Systems, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health, Medicine & Wellbeing, The University of Newcastle, Callaghan, Australia
| |
Collapse
|
9
|
Yuan X. Application of IoT detection based on deep self coding multidimensional feature fusion in sports training. Prev Med 2023; 174:107623. [PMID: 37468074 DOI: 10.1016/j.ypmed.2023.107623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/13/2023] [Revised: 07/12/2023] [Accepted: 07/14/2023] [Indexed: 07/21/2023]
Abstract
In response to the shortcomings of existing centralized IoT detection activities, this article proposes a new IoT detection scheme based on programmable switches and deep self coding, which combines programmable switches with IoT MQTT protocol and multidimensional feature fusion algorithm. Based on this point, a comprehensive programmable switch and machine learning centralized IoT detection system are designed. This system is different from traditional centralized IoT detection systems. The IoT detection module discussed in this article is located on a programmable switch between IoT nodes and servers. This system utilizes the potential of programmable switches to quickly collect required information from packet data and pre detect fault data from the front end of the server, thereby quickly making IoT node packet processing decisions (i.e. redirecting or directly discarding) based on programmable switches to minimize the delay in transmitting data packets. Finally, in order to apply this technology to the field of sports training, we examined different directions of sports training. Therefore, based on the development of simulation systems, this article greatly enhances the practicality of such projects, effectively increasing the usage time and meeting the actual training needs. Therefore, The deep self coding computer simulation of sports training is an issue that we must pay attention to. The article conducted research on IoT detection based on deep self coding multidimensional feature fusion, and applied the research results to sports training, promoting the rapid development of sports training.
Collapse
Affiliation(s)
- Xiaoping Yuan
- School of Physical Education, Shandong University of Finance and Economics, Jinan 250002, China.
| |
Collapse
|
10
|
Luiz T, Elsenbast C, Breckwoldt J. [Emergencies-Infinite worlds? : Extended reality as a medium in the education, continuing and advanced training in emergency medicine]. DIE ANAESTHESIOLOGIE 2023:10.1007/s00101-023-01305-0. [PMID: 37389588 DOI: 10.1007/s00101-023-01305-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Accepted: 05/19/2023] [Indexed: 07/01/2023]
Abstract
BACKGROUND Simulation training is indispensable in emergency medicine, especially for enhancing patient safety. Methods and technologies used include a wide spectrum ranging from simple skill trainers to complex full-scale simulated environments integrating standardized patient actors. Limitations include the simulation of dynamic changes of clinical symptoms, the depiction of emotions and patient movements as well as complex environments, such as lively traffic. Extended reality (XR) holds the potential to overcome these limitations. METHODS/AIMS Starting with the technological basis and the didactic considerations in the field of XR, the paper reflects the potentials and limitations of this new technology in the domain of medical simulation training. Further focus is put on the integration of XR into existing training curricula. RESULTS The XR covers various technologies, ranging from PC-based applications that are similar to conventional computer games, over virtual realities enabling spatially freely navigable 3‑dimensional simulation (using closed 3D glasses: head mounted displays, HMD), to mixed-reality applications that combine virtual elements and real physical objects; however, technology alone does not stimulate learning. As with other simulation methods, it is crucial with XR to implement learning objectives, methods and technologies in a suitable teaching-learning arrangement and to familiarize teachers and students with the new technology. Evidence in the literature with respect to learning success is limited by the heterogeneity of technologies, target groups, teaching-learning arrangements and learning outcomes. Overall, significant increases can be shown for the intrinsic motivation of learners, and for high emotional participation (measured as perceived presence in the virtual environment). DISCUSSION Technological developments and the increasing use of digital media in emergency medical education and training favor the leap from XR-based pure demonstration projects to educational practice. Decisive for the educational success are the clear orientation towards concrete learning goals and a thorough familiarization with the new technology. CONCLUSION Simulation training based on XR expands the spectrum of existing simulation methods to integrate new dimensions of learning objectives. Further research on the effectiveness of this method is needed.
Collapse
Affiliation(s)
- Thomas Luiz
- Digital Healthcare, Fraunhofer IESE, Fraunhofer-Platz 1, 67663, Kaiserslautern, Deutschland.
| | - Christian Elsenbast
- Digital Healthcare, Fraunhofer IESE, Fraunhofer-Platz 1, 67663, Kaiserslautern, Deutschland
| | - Jan Breckwoldt
- Institut für Anästhesiologie, Universitätsspital Zürich, Zürich, Schweiz
| |
Collapse
|
11
|
Rickenbacher-Frey S, Adam S, Exadaktylos AK, Müller M, Sauter TC, Birrenbach T. Development and evaluation of a virtual reality training for emergency treatment of shortness of breath based on frameworks for serious games. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc16. [PMID: 37361243 PMCID: PMC10285370 DOI: 10.3205/zma001598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 01/07/2023] [Accepted: 02/06/2023] [Indexed: 06/28/2023]
Abstract
Background Virtual reality (VR) can offer an innovative approach to providing training in emergency situations, especially in times of COVID-19. There is no risk of infection, and the procedure is scalable and resource-efficient. Nevertheless, the challenges and problems that can arise in the development of VR training are often unclear or underestimated. As an example, we present the evaluation of the feasibility of development of a VR training session for the treatment of dyspnoea. This is based on frameworks for serious games, and provides lessons learned. We evaluate the VR training session with respect to usability, satisfaction, as well as perceived effectiveness and workload of participants. Methods The VR training was developed using the established framework (Steps 1-4) for serious games of Verschueren et al. and Nicholson's RECIPE elements for meaningful gamification. Primary validation (Step 4) was performed at the University of Bern, Switzerland, in a pilot study without control group, with a convenience sample of medical students (n=16) and established measurement tools. Results The theoretical frameworks permitted guided development of the VR training session. Validation gave a median System Usability Scale of 80 (IQR 77.5-85); for the User Satisfaction Evaluation Questionnaire, the median score was 27 (IQR 26-28). After the VR training, there was a significant gain in the participants' confidence in treating a dyspnoeic patient (median pre-training 2 (IQR 2-3) vs. post-training 3 (IQR 3-3), p=0.016).Lessons learned include the need for involving medical experts, medical educators and technical experts at an equivalent level during the entire development process. Peer-teaching guidance for VR training was feasible. Conclusion The proposed frameworks can be valuable tools to guide the development and validation of scientifically founded VR training. The new VR training session is easy and satisfying to use and is effective - and is almost without motion sickness.
Collapse
Affiliation(s)
| | - Selina Adam
- University Hospital Bern, Inselspital, Department of Emergency Medicine, Bern, Switzerland
| | | | - Martin Müller
- University Hospital Bern, Inselspital, Department of Emergency Medicine, Bern, Switzerland
| | - Thomas C. Sauter
- University Hospital Bern, Inselspital, Department of Emergency Medicine, Bern, Switzerland
| | - Tanja Birrenbach
- University Hospital Bern, Inselspital, Department of Emergency Medicine, Bern, Switzerland
| |
Collapse
|
12
|
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
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.
Collapse
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
| |
Collapse
|
13
|
Aiello S, Cochrane T, Sevigny C. The affordances of clinical simulation immersive technology within healthcare education: a scoping review. VIRTUAL REALITY 2023; 27:1-19. [PMID: 36686614 PMCID: PMC9840160 DOI: 10.1007/s10055-022-00745-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 12/29/2022] [Indexed: 06/17/2023]
Abstract
Whilst clinical simulation is established as an effective education tool within the healthcare community, the inability to offer authentic educational learning environments remains problematic. Advances in technology such as immersive virtual reality offer new opportunities to enhance traditional practice to an extent that may transform learning. However, with traditional clinical simulation stress and anxiety can both hinder performance and learning, yet it is unknown what nuances are applicable within a clinical virtual simulation environment. Determining potential benefits, drawbacks (including related stress and anxiety) and affordances of immersive technology clinical simulation designs may help provide an understanding of its usefulness. The aim of this scoping review is to investigate the range and nature of evidence associated with immersive virtual reality clinical simulation and education design. In addition, the review will describe authentic immersive technology clinical simulation use and reported stress response measurements. A search of seven electronic database and grey literature was performed in accordance with the Joanna Briggs Institute methodology. A key term search strategy was employed with five themes identified and investigated: (1) Healthcare professionals, (2) Clinical simulation, (3) Immersive virtual reality, (4) Stress/anxiety and (5) Authentic learning design. Application of the search strategy resulted in a hit total of 212 articles. Twelve articles met inclusion criteria. With most literature focusing on procedural performance and non-transferable education needs, there was a paucity of research that specifically investigated immersive virtual reality clinical simulation education and related stress. Therefore, this scoping review contributes new understandings by providing valuable insight and potential research gaps into current immersive virtual reality clinical simulation, its relationship to stress and the education design models currently being utilised to develop these concepts.
Collapse
Affiliation(s)
- Stephen Aiello
- Department of Paramedicine, Auckland University of Technology, Auckland, New Zealand
| | - Thomas Cochrane
- Centre for the Study of Higher Education, The University of Melbourne, Melbourne, VIC Australia
| | - Charles Sevigny
- Department of Anatomy and Physiology, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, VIC Australia
| |
Collapse
|
14
|
Dahalan F, Alias N, Shaharom MSN. Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review. EDUCATION AND INFORMATION TECHNOLOGIES 2023; 29:1-39. [PMID: 36688221 PMCID: PMC9838474 DOI: 10.1007/s10639-022-11548-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 12/20/2022] [Indexed: 06/17/2023]
Abstract
Games have been used as a learning tool for centuries. Gamification and game-based learning are becoming more prominent in educational settings for several reasons. When it comes to learning, being focused and immersed can massively improve a student's experience. The purpose of this study is to map the emerging trends of gamification and game-based learning (GBL) in the Vocational and Education Training (VET) sector. For this purpose, a Systematic Literature Review was conducted through the three most relevant scientific databases - Web of Science, Scopus, ScienceDirect, and PubMed with Google Scholar as a supporting database. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes conducted based on inclusion criteria that were defined with consideration to the research's aim. This review comprised seventeen studies. The findings revealed a growing interest in the Asian continents in research from 2020 onwards. Furthermore, most of the study is centred on vocational schools and colleges in the engineering and healthcare fields. According to the overview, the digital learning platform and simulation technology are the most promising tools used in the research. The findings support the conclusion that gamification and game-based learning can improve academic performance, engagement, and motivation in vocational education learners. As a result, this study suggests that more research is needed to determine the gamification strategies that are most suited for vocational education and learning.
Collapse
Affiliation(s)
- Fazlida Dahalan
- Department of Curriculum and Instructional Technology, Faculty of Education, Jln Profesor Diraja Ungku Aziz, University Malaya, 50603 Kuala Lumpur, Malaysia
| | - Norlidah Alias
- Department of Curriculum and Instructional Technology, Faculty of Education, Jln Profesor Diraja Ungku Aziz, University Malaya, 50603 Kuala Lumpur, Malaysia
| | - Mohd Shahril Nizam Shaharom
- Department of Curriculum and Instructional Technology, Faculty of Education, Jln Profesor Diraja Ungku Aziz, University Malaya, 50603 Kuala Lumpur, Malaysia
| |
Collapse
|
15
|
Du W, Zhong X, Jia Y, Jiang R, Yang H, Ye Z, Zong Z. A Novel Scenario-Based, Mixed-Reality Platform for Training Nontechnical Skills of Battlefield First Aid: Prospective Interventional Study. JMIR Serious Games 2022; 10:e40727. [PMID: 36472903 PMCID: PMC9768658 DOI: 10.2196/40727] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Revised: 09/13/2022] [Accepted: 10/31/2022] [Indexed: 12/12/2022] Open
Abstract
BACKGROUND Although battlefield first aid (BFA) training shares many common features with civilian training, such as the need to address technical skills and nontechnical skills (NTSs), it is more highly scenario-dependent. Studies into extended reality show clear benefits in medical training; however, the training effects of extended reality on NTSs, including teamwork and decision-making in BFA, have not been fully proven. OBJECTIVE The current study aimed to create and test a scenario-based, mixed-reality platform suitable for training NTSs in BFA. METHODS First, using next-generation modeling technology and an animation synchronization system, a 10-person offensive battle drill was established. Decision-making training software addressing basic principles of tactical combat casualty care was constructed and integrated into the scenarios with Unreal Engine 4 (Epic Games). Large-space teamwork and virtual interaction systems that made sense in the proposed platform were developed. Unreal Engine 4 and software engineering technology were used to combine modules to establish a mixed-reality BFA training platform. A total of 20 Grade 4 medical students were recruited to accept BFA training with the platform. Pretraining and posttraining tests were carried out in 2 forms to evaluate the training effectiveness: one was knowledge acquisition regarding the NTS and the other was a real-world, scenario-based test. In addition, the students were asked to rate their agreement with a series of survey items on a 5-point Likert scale. RESULTS A battlefield geographic environment, tactical scenarios, scenario-based decision software, large-space teamwork, and virtual interaction system modules were successfully developed and combined to establish the mixed-reality training platform for BFA. The posttraining score of the students' knowledge acquisition was significantly higher than that of pretraining (t=-12.114; P≤.001). Furthermore, the NTS score and the total score that the students obtained in the real-world test were significantly higher than those before training (t=-17.756 and t=-21.354, respectively; P≤.001). However, there was no significant difference between the scores of technical skills that the students obtained before and after training. A posttraining survey revealed that the students found the platform helpful in improving NTSs for BFA, and they were confident in applying BFA skills after training. However, most trainees thought that the platform was not helpful for improving the technical skills of BFA, and 45% (9/20) of the trainees were not satisfied with the simulation effect. CONCLUSIONS A scenario-based, mixed-reality platform was constructed in this study. In this platform, interaction of the movement of multiple players in a large space and the interaction of decision-making by the trainees between the real world and the virtual world were accomplished. The platform could improve the NTSs of BFA. Future works, including improvement of the simulation effects and development of a training platform that could effectively improve both the technical skills and NTSs of BFA, will be carried out.
Collapse
Affiliation(s)
- Wenqiong Du
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, China
| | - Xin Zhong
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, China
| | - Yijun Jia
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, China
| | - Renqing Jiang
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, China
| | - Haoyang Yang
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, China
| | - Zhao Ye
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, China
| | - Zhaowen Zong
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, China
| |
Collapse
|
16
|
Jung Y. Virtual Reality Simulation for Disaster Preparedness Training in Hospitals: Integrated Review. J Med Internet Res 2022; 24:e30600. [PMID: 35089144 PMCID: PMC8838598 DOI: 10.2196/30600] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 11/21/2021] [Accepted: 12/17/2021] [Indexed: 01/16/2023] Open
Abstract
BACKGROUND A critical component of disaster preparedness in hospitals is experiential education and training of health care professionals. A live drill is a well-established, effective training approach, but cost restraints and logistic constraints make clinical implementation challenging, and training opportunities with live drills may be severely limited. Virtual reality simulation (VRS) technology may offer a viable training alternative with its inherent features of reproducibility, just-in-time training, and repeatability. OBJECTIVE This integrated review examines the scientific evidence pertaining to the effectiveness of VRS and its practical usefulness in training health care professionals for in-hospital disaster preparedness. METHODS A well-known 4-stage methodology was used for the integrated review process. It consisted of problem identification, a literature search and inclusion criteria determination, 2-stage validation and analysis of searched studies, and presentation of findings. A search of diverse publication repositories was performed. They included Web of Science (WOS), PubMed (PMD), and Embase (EMB). RESULTS The integrated review process resulted in 12 studies being included. Principle findings identified 3 major capabilities of VRS: (1) to realistically simulate the clinical environment and medical practices related to different disaster scenarios, (2) to develop learning effects on increased confidence and enhanced knowledge acquisition, and (3) to enable cost-effective implementation of training programs. CONCLUSIONS The findings from the integrated review suggested that VRS could be a competitive, cost-effective adjunct to existing training approaches. Although the findings demonstrated the applicability of VRS to different training scenarios, these do not entirely cover all disaster scenarios that could happen in hospitals. This integrated review expects that the recent advances of VR technologies can be 1 of the catalysts to enable the wider adoption of VRS training on challenging clinical scenarios that require sophisticated modeling and environment depiction.
Collapse
Affiliation(s)
- Younhyun Jung
- School of Computing, Gachon University, Seongnam-si, Republic of Korea
| |
Collapse
|
17
|
Birrenbach T, Zbinden J, Papagiannakis G, Exadaktylos AK, Müller M, Hautz WE, Sauter TC. Effectiveness and Utility of Virtual Reality Simulation as an Educational Tool for Safe Performance of COVID-19 Diagnostics: Prospective, Randomized Pilot Trial. JMIR Serious Games 2021; 9:e29586. [PMID: 34623315 PMCID: PMC8510143 DOI: 10.2196/29586] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 06/12/2021] [Accepted: 09/09/2021] [Indexed: 01/16/2023] Open
Abstract
Background Although the proper use of hygiene and personal protective equipment (PPE) is paramount for preventing the spread of diseases such as COVID-19, health care personnel have been shown to use incorrect techniques for donning/doffing of PPE and hand hygiene, leading to a large number of infections among health professionals. Education and training are difficult owing to the social distancing restrictions in place, shortages of PPE and testing material, and lack of evidence on optimal training. Virtual reality (VR) simulation can offer a multisensory, 3-D, fully immersive, and safe training opportunity that addresses these obstacles. Objective The aim of this study is to explore the short- and long-term effectiveness of a fully immersive VR simulation versus a traditional learning method regarding a COVID-19–related skill set and media-specific variables influencing training outcomes. Methods This was a prospective, randomized controlled pilot study on medical students (N=29; intervention VR training, n=15, vs control video-based instruction, n=14) to compare the performance of hand disinfection, nasopharyngeal swab taking, and donning/doffing of PPE before and after training and 1 month later as well as variables of media use. Results Both groups performed significantly better after training, with the effect sustained over one month. After training, the VR group performed significantly better in taking a nasopharyngeal swab, scoring a median of 14 out of 17 points (IQR 13-15) versus 12 out of 17 points (IQR 11-14) in the control group, P=.03. With good immersion and tolerability of the VR simulation, satisfaction was significantly higher in the VR group compared to the control group (median score of User Satisfaction Evaluation Questionnaire 27/30, IQR 23-28, vs 22/30, IQR 20-24, in the control group; P=.01). Conclusions VR simulation was at least as effective as traditional learning methods in training medical students while providing benefits regarding user satisfaction. These results add to the growing body of evidence that VR is a useful tool for acquiring simple and complex clinical skills.
Collapse
Affiliation(s)
- Tanja Birrenbach
- Department of Emergency Medicine, Inselspital, University Hospital Bern, Bern, Switzerland.,Centre for Health Sciences Education, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Josua Zbinden
- Department of Emergency Medicine, Inselspital, University Hospital Bern, Bern, Switzerland
| | - George Papagiannakis
- ORamaVR SA, Geneva, Switzerland.,Institute of Computer Science, Foundation for Research and Technology, Hellas, Heraklion, Greece.,Department of Computer Science, University of Crete, Heraklion, Greece
| | | | - Martin Müller
- Department of Emergency Medicine, Inselspital, University Hospital Bern, Bern, Switzerland
| | - Wolf E Hautz
- Department of Emergency Medicine, Inselspital, University Hospital Bern, Bern, Switzerland
| | | |
Collapse
|
18
|
Kluge MG, Maltby S, Walker N, Bennett N, Aidman E, Nalivaiko E, Walker FR. Development of a modular stress management platform (Performance Edge VR) and a pilot efficacy trial of a bio-feedback enhanced training module for controlled breathing. PLoS One 2021; 16:e0245068. [PMID: 33529187 PMCID: PMC7853514 DOI: 10.1371/journal.pone.0245068] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Accepted: 12/21/2020] [Indexed: 11/18/2022] Open
Abstract
This paper describes the conceptual design of a virtual reality-based stress management training tool and evaluation of the initial prototype in a pilot efficacy study. Performance Edge virtual-reality (VR) was co-developed with the Australian Defence Force (ADF) to address the need for practical stress management training for ADF personnel. The VR application is biofeedback-enabled and contains key stress management techniques derived from acceptance and commitment and cognitive behavioural therapy in a modular framework. End-user-provided feedback on usability, design, and user experience was positive, and particularly complimentary of the respiratory biofeedback functionality. Training of controlled breathing delivered across 3 sessions increased participants' self-reported use of breath control in everyday life and progressively improved controlled breathing skills (objectively assessed as a reduction in breathing rate and variability). Thus the data show that a biofeedback-enabled controlled breathing protocol delivered through Performance Edge VR can produce both behaviour change and objective improvement in breathing metrics. These results confirm the validity of Performance Edge VR platform, and its Controlled Breathing module, as a novel approach to tailoring VR-based applications to train stress management skills in a workplace setting.
Collapse
Affiliation(s)
- Murielle G. Kluge
- Centre for Advanced Training Systems, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
| | - Steven Maltby
- Centre for Advanced Training Systems, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
| | - Nicole Walker
- Army School of Health, Latchford Barracks, Bonegilla, VIC, Australia
| | | | - Eugene Aidman
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- Land Division, Defence Science & Technology Group, Edinburgh, SA, Australia
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
| | - Eugene Nalivaiko
- Centre for Advanced Training Systems, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
| | - Frederick Rohan Walker
- Centre for Advanced Training Systems, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
| |
Collapse
|
19
|
Abstract
Recently, the use of extended reality (XR) systems has been on the rise, to tackle various domains such as training, education, safety, etc. With the recent advances in augmented reality (AR), virtual reality (VR) and mixed reality (MR) technologies and ease of availability of high-end, commercially available hardware, the manufacturing industry has seen a rise in the use of advanced XR technologies to train its workforce. While several research publications exist on applications of XR in manufacturing training, a comprehensive review of recent works and applications is lacking to present a clear progress in using such advance technologies. To this end, we present a review of the current state-of-the-art of use of XR technologies in training personnel in the field of manufacturing. First, we put forth the need of XR in manufacturing. We then present several key application domains where XR is being currently applied, notably in maintenance training and in performing assembly task. We also reviewed the applications of XR in other vocational domains and how they can be leveraged in the manufacturing industry. We finally present some current barriers to XR adoption in manufacturing training and highlight the current limitations that should be considered when looking to develop and apply practical applications of XR.
Collapse
|