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Alrashed FA, Ahmad T, Almurdi MM, Alderaa AA, Alhammad SA, Serajuddin M, Alsubiheen AM. Incorporating Technology Adoption in Medical Education: A Qualitative Study of Medical Students' Perspectives. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:615-625. [PMID: 38975614 PMCID: PMC11227328 DOI: 10.2147/amep.s464555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/17/2024] [Accepted: 06/21/2024] [Indexed: 07/09/2024]
Abstract
Introduction The integration of technology into medical education has witnessed significant growth in recent years, with tools such as virtual reality, artificial intelligence, and telemedicine gaining prominence. These tool in medical education, offering immersive, experiential learning experiences. Methods We approached medical students currently enrolled in medical education programs and who are familiar with and actively use AI in medical education. Initially, we invited 21 random students to participate in the study; however, only 13 agreed to interviews. Some students cited their busy exam schedules as the reason for not participating. The participants were informed of the objective of the study before the commencement of the recorded interviews. Semi-structured interviews were used to guide the record interviews. Audio recordings were transcribed and analyzed using Atlas.ti, a qualitative data analysis software. Results Participants exhibited a diverse range of perceptions and levels of awareness regarding VR, AI, and telemedicine technologies. Learning with virtual reality was considered to be fun, memorable, inclusive, and engaging by participants. The use of virtual reality technology is seen as complementing current teaching and learning approaches, helping to build learners' confidence, as well as providing medical students with a safe environment for problem-solving and trial-and-error learning. The students reported that AI was seen as a potential game-changer in the healthcare sector. Participants hoped that telemedicine would provide healthcare services to remote and underserved populations. Conclusion The study conducted focus group discussions with medical students and residents in Saudi Arabia to explore their views on integrating VR, AI, and telemedicine in medical education and practice. Their insights highlight the need for informed decision-making and strategic development to optimize the benefits and address challenges like initial investments, technical issues, ethics, and regulations. These considerations are crucial for fully realizing the potential benefits of technology in medical education globally.
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Affiliation(s)
- Fahad Abdulaziz Alrashed
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Tauseef Ahmad
- Department of Medical Education, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Muneera M Almurdi
- Department of Health Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | - Asma A Alderaa
- Department of Health Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | - Saad A Alhammad
- Department of Health Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | | | - Abdulrahman M Alsubiheen
- Department of Health Rehabilitation Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
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Acebo-Seguín C, Jiménez-Jiménez S, Valdés-Castiello A, Berenguer-Almudaina M, Castillo-García J. The effectiveness of the Escape Room as an educational methodology in the Infarction Code. ENFERMERIA CLINICA (ENGLISH EDITION) 2024; 34:187-193. [PMID: 38823580 DOI: 10.1016/j.enfcle.2024.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2023] [Accepted: 02/18/2024] [Indexed: 06/03/2024]
Abstract
OBJECTIVE To evaluate the efficacy of an educational intervention (escape room) in the acquisition and retention of knowledge in relation to the Infarction Code, and to compare the knowledge of other teaching methodologies related to the Infarction Code. METHODS A pre-post study was designed without a control group. After one month of the master class on the Infarction Code given to master's degree (doctors and nurses), an educational intervention was carried out consisting of an Escape Room on the same content, with a questionnaire that collected various sociodemographic data, and a knowledge test on the Infarction Code, which was repeated immediately after the activity and at the end of 2 months after the activity, and a test of knowledge on the Infarction Code. immediately after the activity and 2 months after the master class. Likewise, after the activity, a gamified experience evaluation questionnaire (GAMEX) was completed. RESULTS Thirty-two students received the educational intervention (12 physicians and 20 nurses), and differences were observed between medical and nursing professionals in terms of initial knowledge of simulation and gamification. After the activity, and based on the initial knowledge test, the score increased by 3.49 points, an increase that was also reflected in the test taken two months after the master class, where an increase of 2.08 points was maintained. The participants rated the experience positively, with no significant overall differences between the two professional groups. CONCLUSIONS The nurses had greater knowledge and contact with clinical simulation, virtual reality and gamification. The escape room showed to be a valid method for the assimilation and retention of knowledge in master's degree students. Medical professionals experienced a greater degree of immersion in the activity.
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Affiliation(s)
| | - Sandra Jiménez-Jiménez
- Responsable de la base del Servei d'Emergències Mèdiques (SEM), Hospital de Terrassa, Terrassa, Barcelona, Spain
| | - Andrea Valdés-Castiello
- Coordinadora del Servicio de Urgencias y subdirectora del Ámbito de Atención al Paciente Crítico del Hospital de Terrassa, Terrassa, Barcelona, Spain
| | | | - Jordi Castillo-García
- Enfermero perfusionista, Hospital Universitari de Bellvitge, L'Hospitalet de Llobregat, Barcelona, Spain; Profesor Contratado, Doctor, Facultad de Medicina y Ciencias de la Salud, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Barcelona, Spain
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Ramazan K, Devran AY, Muhammed ON. An old approach to a novel problem: effect of combined balance therapy on virtual reality induced motion sickness: a randomized, placebo controlled, double-blinded study. BMC MEDICAL EDUCATION 2024; 24:156. [PMID: 38374042 PMCID: PMC10875861 DOI: 10.1186/s12909-024-05152-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 02/08/2024] [Indexed: 02/21/2024]
Abstract
BACKGROUND The objective of this study was to investigate the impact of a rehabilitation program aimed at addressing vestibular and proprioceptive deficits, which are believed to underlie the pathophysiology of motion sickness. METHODS A total of 121 medical students with motion sickness participated in this study and were randomly divided into intervention (n = 60) and placebo control (n = 61) groups. The intervention group underwent combined balance, proprioception, and vestibular training three times a week for 4 weeks, while the control group received placebo training. The study assessed various measurements, including the Virtual reality sickness questionnaire (VRSQ), tolerance duration, enjoyment level measured by VAS, stability levels using Biodex, and balance with the Flamingo balance test (FBT). All measurements were conducted both at baseline and 4 weeks later. RESULTS There was no significant difference in pre-test scores between the intervention and control groups, suggesting a similar baseline in both groups (p > 0.05). The results showed a significant improvement in VRSQ, tolerance duration, VAS, Biodex, and FBT scores in the intervention group (p < 0.05). While, the control group showed a significant increase only in VAS scores after 4 weeks of training (p < 0.05). A statistically significant improvement was found between the groups for VRSQ (p < 0.001), tolerance duration (p < 0.001), VAS (p < 0.001), Biodex (p = 0.015), and FBT scores (p < 0.05), in favor of the intervention group. CONCLUSIONS A combined balance training program for motion sickness proves to be effective in reducing motion sickness symptoms, enhancing user enjoyment, and extending the usage duration of virtual reality devices while improving balance and stability. In contrast, placebo training did not alter motion sickness levels. These findings offer valuable insights for expanding the usage of virtual reality, making it accessible to a broader population.
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Affiliation(s)
- Kurul Ramazan
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey.
| | - Altuntas Yasin Devran
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Ogun Nur Muhammed
- Department of Neurology, Faculty of Medicine, Bolu Abant Izzet Baysal University, Bolu, Turkey
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García-Acosta JM, Castro-Molina FJ, Delgado N, Díez-Fernández O, Rodríguez-Novo N, de Castro-Peraza ME, Lorenzo-Rocha ND, Torres-Jorge JM, Fernández-Martínez AD, Castellano-Fuenmayor MA. Virtual Reality and Simulation Videos as Effective Training Tools for Creating Safe and Inclusive Environments for Transgender People. NURSING REPORTS 2023; 14:42-55. [PMID: 38251182 PMCID: PMC10801482 DOI: 10.3390/nursrep14010004] [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: 10/14/2023] [Revised: 12/23/2023] [Accepted: 12/27/2023] [Indexed: 01/23/2024] Open
Abstract
BACKGROUND University education is undergoing a paradigm shift towards active methodologies, such as virtual reality and training videos, which have proven to be valuable resources, especially in the health sciences. The scarcity of existing research on the topic prompted us to conduct this study, which seeks to measure the knowledge gained from the aforementioned tools by users, their level of satisfaction with them, and their perceived utility. METHODS This is a quasi-experimental intervention study analysing the impact of virtual objects as learning resources for undergraduate nursing students. RESULTS Fifty-four participants completed the training, yielding highly significant differences between their mean scores, with a high statistical power and a large effect size. A total of 85.46% of participants confirmed that the virtual resources helped them considerably to empathise with the experiences of trans people in healthcare settings. Students were comfortable using the virtual resources, very satisfied with the methodology employed, and would recommend the training received. CONCLUSIONS University teaching must adapt to meet the current legislations and changing health needs of society, and teaching staff must be prepared to implement new active teaching methodologies that make learning a more dynamic process. Considering these results, our study serves as a guide for other nursing educators who seek to promote inclusive healthcare regarding gender diversity. This study is not registered.
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Affiliation(s)
- Jesús Manuel García-Acosta
- The Canary Islands Public Health Service, Tenerife, 38071 Canary Islands, Spain; (J.M.G.-A.); (M.E.d.C.-P.); (N.D.L.-R.); (M.A.C.-F.)
- Nuestra Señora de la Candelaria School of Nursing, University of La Laguna, Tenerife, 38010 Canary Islands, Spain
| | - Francisco Javier Castro-Molina
- The Canary Islands Public Health Service, Tenerife, 38071 Canary Islands, Spain; (J.M.G.-A.); (M.E.d.C.-P.); (N.D.L.-R.); (M.A.C.-F.)
- Nuestra Señora de la Candelaria School of Nursing, University of La Laguna, Tenerife, 38010 Canary Islands, Spain
| | - Naira Delgado
- Department of Cognitive, Social, and Organisational Psychology, University of La Laguna, Tenerife, 38200 Canary Islands, Spain;
| | - Olga Díez-Fernández
- Department of Education, Vocational Training, Physical Activity and Sport, Regional Government of the Canary Islands, Tenerife, 38071 Canary Islands, Spain (A.D.F.-M.)
| | | | - María Elisa de Castro-Peraza
- The Canary Islands Public Health Service, Tenerife, 38071 Canary Islands, Spain; (J.M.G.-A.); (M.E.d.C.-P.); (N.D.L.-R.); (M.A.C.-F.)
- Nuestra Señora de la Candelaria School of Nursing, University of La Laguna, Tenerife, 38010 Canary Islands, Spain
| | - Nieves Doria Lorenzo-Rocha
- The Canary Islands Public Health Service, Tenerife, 38071 Canary Islands, Spain; (J.M.G.-A.); (M.E.d.C.-P.); (N.D.L.-R.); (M.A.C.-F.)
- Nuestra Señora de la Candelaria School of Nursing, University of La Laguna, Tenerife, 38010 Canary Islands, Spain
| | - Jesús Miguel Torres-Jorge
- Department of Computer and Systems Engineering, University of La Laguna, Tenerife, 38200 Canary Islands, Spain;
| | - Alfredo David Fernández-Martínez
- Department of Education, Vocational Training, Physical Activity and Sport, Regional Government of the Canary Islands, Tenerife, 38071 Canary Islands, Spain (A.D.F.-M.)
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Lie SS, Helle N, Sletteland NV, Vikman MD, Bonsaksen T. Implementation of Virtual Reality in Health Professions Education: Scoping Review. JMIR MEDICAL EDUCATION 2023; 9:e41589. [PMID: 36692934 PMCID: PMC9906320 DOI: 10.2196/41589] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 12/07/2022] [Accepted: 12/23/2022] [Indexed: 05/31/2023]
Abstract
BACKGROUND Virtual reality has been gaining ground in health professions education and may offer students a platform to experience and master situations without endangering patients or themselves. When implemented effectively, virtual reality technologies may enable highly engaging learning activities and interactive simulations. However, implementation processes present challenges, and the key to successful implementation is identifying barriers and facilitators as well as finding strategies to address them. OBJECTIVE This scoping review aimed to identify the literature on virtual reality implementation in health professions education, identify barriers to and facilitators of implementation, and highlight gaps in the literature in this area. METHODS The scoping review was conducted based on the Joanna Briggs Institute Evidence Synthesis methodologies. Electronic searches were conducted in the Academic Search Elite, Education Source, and CINAHL databases on January 5, 2022, in Google Scholar on February 2 and November 18, 2022, and in PubMed database on November 18, 2022. We conducted hand searches of key items, reference tracking, and citation tracking and searches on government webpages on February 2, 2022. At least 2 reviewers screened the identified literature. Eligible studies were considered based on predefined inclusion criteria. The results of the identified items were analyzed and synthesized using qualitative content analysis. RESULTS We included 7 papers and identified 7 categories related to facilitators of and barriers to implementation-collaborative participation, availability, expenses, guidelines, technology, careful design and evaluation, and training-and developed a model that links the categories to the 4 constructs from Carl May's general theory of implementation. All the included reports provided recommendations for implementation, including recommendations for careful design and evaluation, training of faculty and students, and faculty presence during use. CONCLUSIONS Virtual reality implementation in health professions education appears to be a new and underexplored research field. This scoping review has several limitations, including definitions and search words, language, and that we did not assess the included papers' quality. Important implications from our findings are that ensuring faculty's and students' competence in using virtual reality technology is necessary for the implementation processes. Collaborative participation by including end users in the development process is another factor that may ensure successful implementation in higher education contexts. To ensure stakeholders' motivation and potential to use virtual reality, faculty and students could be invited to participate in the development process to ensure that the educational content is valued. Moreover, technological challenges and usability issues should be resolved before implementation to ensure that pedagogical content is the focus. This accentuates the importance of piloting, sufficient time resources, basic testing, and sharing of experiences before implementation. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.2196/37222.
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Affiliation(s)
- Silje Stangeland Lie
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
| | - Nikolina Helle
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
| | - Nina Vahl Sletteland
- Department of Nursing, Faculty of Health Studies, VID Specialized University, Bergen, Norway
| | - Miriam Dubland Vikman
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
| | - Tore Bonsaksen
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
- Department of Health and Nursing Science, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway
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