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Edgar AK, Chong LX, Wood-Bradley R, Armitage JA, Narayanan A, Macfarlane S. The role of extended reality in optometry education: a narrative review. Clin Exp Optom 2024:1-10. [PMID: 38944747 DOI: 10.1080/08164622.2024.2366366] [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: 03/29/2024] [Accepted: 06/05/2024] [Indexed: 07/01/2024] Open
Abstract
The evolution of digitally based pedagogies, such as extended reality (XR) - a group of simulated learning environments that include virtual simulation, virtual reality, and augmented reality - has prompted optometry educators to seek evidence to guide the implementation of these teaching and learning activities within their curricula. Looking more broadly across the medical and allied health fields, there is a wealth of evidence to guide the incorporation of XR, as it is increasingly being integrated into the curricula of other select health professions disciplines. Educators from these disciplines continue to explore and embed XR in practice. This narrative review summarises the findings and appraises the literature on the use of XR in optometry education. It identifies the learning domains in which XR has been implemented in optometry education and proposes areas for further investigation. The review questions the technology-focused approach that has driven the literature within the review and calls for richer pedagogical foundations with suggestions for future research agendas. As such, this narrative review provides optometry educators with new ways of understanding XR and its relationship with the curriculum.
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Affiliation(s)
- Amanda K Edgar
- Deakin Learning Futures, Deakin University, Geelong, Australia
| | - Luke X Chong
- School of Medicine, Deakin University, Geelong, Australia
| | | | | | - Anuradha Narayanan
- Unit of Medical Research Foundation, Elite School of Optometry, Chennai, India
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Forgiarini A, Deroma L, Buttussi F, Zangrando N, Licata S, Valent F, Chittaro L, Di Chiara A. Introducing Virtual Reality in a STEMI Coronary Syndrome Course: Qualitative Evaluation with Nurses and Doctors. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2024; 27:387-398. [PMID: 38527251 DOI: 10.1089/cyber.2023.0414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/27/2024]
Abstract
In the increasing number of medical education topics taught with virtual reality (VR), the prehospital management of ST-segment elevation myocardial infarction (STEMI) had not been considered. This article proposes an implemented VR system for STEMI training and introduces it in an institutional course addressed to emergency nurses and case manager (CM) doctors. The system comprises three different applications to, respectively, allow (a) the course instructor to control the conditions of the virtual patient, (b) the CM to communicate with the nurse in the virtual field and receive from him/her the patient's parameters and electrocardiogram, and (c) the nurse to interact with the patient in the immersive VR scenario. We enrolled 17 course participants to collect their perceptions and opinions through a semistructured interview. The thematic analysis showed the system was appreciated (n = 17) and described as engaging (n = 4), challenging (n = 5), useful to improve self-confidence (n = 4), innovative (n = 5), and promising for training courses (n = 10). Realism was also appreciated (n = 13), although with some drawbacks (e.g., oversimplification; n = 5). Overall, participants described the course as an opportunity to share opinions (n = 8) and highlight issues (n = 4) and found it useful for novices (n = 5) and, as a refresh, for experienced personnel (n = 6). Some participants suggested improvements in the scenarios' type (n = 5) and variability (n = 5). Although most participants did not report usage difficulties with the VR system (n = 13), many described the need to get familiar with it (n = 13) and the specific gestures it requires (n = 10). Three suffered from cybersickness.
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Affiliation(s)
- Alessandro Forgiarini
- Human-Computer Interaction Laboratory, Department of Mathematics, Computer Science and Physics, University of Udine, Udine, Italy
- Hygiene and Clinical Epidemiology Unit, Azienda Sanitaria Universitaria Friuli Centrale, Udine, Italy
| | - Laura Deroma
- Hygiene and Public Health Unit, Department of Prevention, Azienda Sanitaria Universitaria Friuli Centrale, Udine, Italy
| | - Fabio Buttussi
- Human-Computer Interaction Laboratory, Department of Mathematics, Computer Science and Physics, University of Udine, Udine, Italy
| | - Nicola Zangrando
- Hygiene and Clinical Epidemiology Unit, Azienda Sanitaria Universitaria Friuli Centrale, Udine, Italy
| | - Sabrina Licata
- Hygiene and Clinical Epidemiology Unit, Azienda Sanitaria Universitaria Friuli Centrale, Udine, Italy
| | - Francesca Valent
- Hygiene and Clinical Epidemiology Unit, Azienda Sanitaria Universitaria Friuli Centrale, Udine, Italy
| | - Luca Chittaro
- Human-Computer Interaction Laboratory, Department of Mathematics, Computer Science and Physics, University of Udine, Udine, Italy
| | - Antonio Di Chiara
- Cardiology Tolmezzo, San Daniele-Tolmezzo Hospital, Azienda Sanitaria Universitaria Friuli Centrale, Udine, Italy
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Trevi R, Chiappinotto S, Palese A, Galazzi A. Virtual Reality for Cardiopulmonary Resuscitation Healthcare Professionals Training: A Systematic Review. J Med Syst 2024; 48:50. [PMID: 38748244 PMCID: PMC11096216 DOI: 10.1007/s10916-024-02063-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 04/08/2024] [Indexed: 05/18/2024]
Abstract
INTRODUCTION Virtual reality (VR) is becoming increasingly popular to train health-care professionals (HCPs) to acquire and/or maintain cardiopulmonary resuscitation (CPR) basic or advanced skills. AIM To understand whether VR in CPR training or retraining courses can have benefits for patients (neonatal, pediatric, and adult), HCPs and health-care organizations as compared to traditional CPR training. METHODS A systematic review (PROSPERO: CRD42023431768) following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. In June 2023, the PubMed, Cochrane Library, Scopus and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases were searched and included studies evaluated in their methodological quality with Joanna Briggs Institute checklists. Data were narratively summarized. RESULTS Fifteen studies published between 2013 and 2023 with overall fair quality were included. No studies investigated patients' outcomes. At the HCP level, the virtual learning environment was perceived to be engaging, realistic and facilitated the memorization of the procedures; however, limited decision-making, team building, psychological pressure and frenetic environment were underlined as disadvantages. Moreover, a general improvement in performance was reported in the use of the defibrillator and carrying out the chest compressions. At the organizational level, one study performed a cost/benefit evaluation in favor of VR as compared to traditional CPR training. CONCLUSIONS The use of VR for CPR training and retraining is in an early stage of development. Some benefits at the HCP level are promising. However, more research is needed with standardized approaches to ensure a progressive accumulation of the evidence and inform decisions regarding the best training methodology in this field.
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Affiliation(s)
- Roberto Trevi
- Master Degree in Nursing and Midwifery Science, University of Trieste and Udine, Trieste, Italy
- Azienda Sanitaria Universitaria G. Isontina, Trieste, Italy
| | | | - Alvisa Palese
- Department of Medicine, University of Udine, Udine, Italy.
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Yondjo J, Siette J. "VR is the future": perspectives of healthcare professionals on virtual reality as a diagnostic tool for dementia status in primary care. BMC Med Inform Decis Mak 2024; 24:9. [PMID: 38178165 PMCID: PMC10765843 DOI: 10.1186/s12911-023-02413-y] [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: 02/13/2023] [Accepted: 12/20/2023] [Indexed: 01/06/2024] Open
Abstract
BACKGROUND Healthcare professionals (HPs) hold critical perspectives on the barriers and facilitating factors for the implementation of virtual reality (VR) dementia diagnosis tools in the clinical setting. This study aims to explore HP perspectives regarding the clinical implementation of dementia diagnosis tools using VR platforms. METHODS An exploratory qualitative interview study was carried out between July and September 2022. In-depth semi-structured interviews were conducted with HPs (n = 7) with clinical expertise in dementia diagnoses drawn from medicine, nursing and allied health practices. A hermeneutic phenomenological approach was used to frame the interview data across the dementia diagnosis pathway and application of new technology. RESULTS HPs were on average 36.29 years old (SD = 11.56) with 11.85 years of experience (SD = 12.80, range:4-42). Analyses identified three main themes related to the contemporary methods of dementia diagnosis, dementia diagnosis and the medical landscape and HP perspectives on the usefulness and barriers of VR implementation. VR was considered an innovative prospect, with improved ecological validity compared to commonplace, current cognitive assessments. Concerns of time commitments, monetary costs and the validity of the new technology were identified as key barriers to implementation. Overall, implementation of a new diagnostic tool was considered a complex process. CONCLUSIONS Our insight into general practice and nursing clinics can be supported to embed and integrate virtual reality platforms in primary care settings. Primary healthcare organizations require more funding and time related resources to produce a context in which VR tools could be implemented in a beneficial manner.
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Affiliation(s)
- Joshua Yondjo
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Westmead, NSW, 2145, Australia
| | - Joyce Siette
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Westmead, NSW, 2145, Australia.
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Sommer C, Calvo M, Cervero F, Loeser JD. Future perspectives: the next fifty years of the International Association for the Study of Pain. Pain 2023; 164:S43-S46. [PMID: 37831960 DOI: 10.1097/j.pain.0000000000003065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 07/20/2023] [Indexed: 10/15/2023]
Abstract
ABSTRACT The International Association for the Study of Pain (IASP) has become the leading professional association dedicated to promoting pain research and management. Through its many activities, including research funding, educational programs, advocacy initiatives, and global collaborations, the Association has significantly contributed to the understanding and treatment of pain. Looking into the future, the IASP is determined to continue its mission of reducing the burden of pain on individuals and societies worldwide. Here, we explore how current and past activities of the IASP will shape the future of pain research, treatment, education, and advocacy as well as provide a valuable service to its members across the world.
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Affiliation(s)
- Claudia Sommer
- Department of Neurology, University Hospital Würzburg, Würzburg, Germany
| | - Margarita Calvo
- Facultad de Ciencias Biológicas, Pontificia Universidad Católica de Chile, Santiago, Chile
- División Anestesiología, Escuela de Medicina, Pontificia Universidad Católica de Chile, Santiago, Chile
- Millennium Nucleus for the Study of Pain (MiNuSPain), Santiago Chile
| | - Fernando Cervero
- Alan Edwards Centre for Research on Pain, McGill University, Montreal, QC, Canada
| | - John D Loeser
- Neurological Surgery and Anesthesia and Pain Medicine, University of Washington, Seattle, WA, United States
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Helle N, Vikman MD, Dahl-Michelsen T, Lie SS. Health Care and Social Work Students' Experiences With a Virtual Reality Simulation Learning Activity: Qualitative Study. JMIR MEDICAL EDUCATION 2023; 9:e49372. [PMID: 37728988 PMCID: PMC10551784 DOI: 10.2196/49372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Revised: 08/09/2023] [Accepted: 08/29/2023] [Indexed: 09/22/2023]
Abstract
BACKGROUND Virtual reality is used to an increasing extent in various fields and is now making inroads into health and social education. Virtual reality simulation can provide a safe and controlled environment for students to practice and master skills that are transferable to real-world situations without putting patients, clients, or themselves at risk of any harm. Virtual reality simulation using 360° videos represents a novel approach to simulation in health care and social work education, and this inspired our interest in exploring students' experiences with such a learning activity. OBJECTIVE The aim of this study was to explore occupational therapy, social education, nursing, and social work students' experiences with virtual reality simulation as a learning activity in an interdisciplinary subject. METHODS The data were collected through 6 semistructured focus groups with 28 students. We conducted the focus groups after the students from the 4 education programs had participated in the virtual reality simulation at 3 campuses at a specialized university in Norway. Each focus group interview was facilitated by 1 moderator and 1 facilitator, a combination of experienced researchers and novices. We followed a qualitative design using the 6-step thematic analysis described by Braun and Clarke. RESULTS The analysis revealed 3 overall themes for students' experiences with the virtual reality simulation. The first theme, 360° videos provide observations for individual learning, illustrates how learning can take place through the students' experiences with sensory inputs and observations from the 360° videos. Students experienced that the video enabled them to individually reflect and achieve learning from what was considered a clinically relevant video. The second theme, 360° videos activate emotional learning, demonstrates how the students experienced emotional engagement when watching the 360° videos. The degree of realism provided in the video was considered as important for the students' learning. The last theme, Debrief sessions enhance comprehensive learning, pinpoints how the students experienced learning through reflective discussions with other students after watching the 360° videos. Students claimed this process to be a vital part of the learning activity. CONCLUSIONS Virtual reality simulation represents a promising learning activity to enhance the professional learning of health care and social work students. It offers opportunities for individualized learning through observations, and it also engages students emotionally in the learning process. The combination of 360° videos and group discussions in virtual reality appears promising to enhance professional learning outcomes and competence, which may contribute to improved health care and social work services.
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Affiliation(s)
- Nikolina Helle
- Institute of Health, Faculty of Health Sciences, VID Specialized University, Stavanger, Norway
| | - Miriam Dubland Vikman
- Institute of Health, Faculty of Health Sciences, VID Specialized University, Stavanger, Norway
| | - Tone Dahl-Michelsen
- Institute of Health, Faculty of Health Sciences, VID Specialized University, Bergen, Norway
| | - Silje Stangeland Lie
- Institute of Health, Faculty of Health Sciences, VID Specialized University, Stavanger, Norway
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Hoek KB, van Velzen M, Sarton EY. Patient-embodied virtual reality as a learning tool for therapeutic communication skills among anaesthesiologists: A phenomenological study. PATIENT EDUCATION AND COUNSELING 2023; 114:107789. [PMID: 37230038 DOI: 10.1016/j.pec.2023.107789] [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: 12/12/2022] [Revised: 04/21/2023] [Accepted: 05/04/2023] [Indexed: 05/27/2023]
Abstract
OBJECTIVE In medicine, especially in a preoperative setting, training of effective communication skills is challenging, since communication is often implicatively copied from professional environment. This phenomenological study describes the development and experience of two patient-embodied virtual reality experiences designed to be used as an educational tool. METHOD Two patient-embodied VR experiences from a first person patient perspective deployed negative or positive communication styles. The authors investigated the lived learning experiences of these VR tools through semi-structured interviews with ten anaesthesiologists adapting a thematic analysis framework. RESULTS Interviews revealed acknowledgement of the importance of good communication skills. Overall, participants learned and adapted their style of communication 'on the job'. Patient-embodied VR was effective for a full immersive experience as participants expressed to have felt as if they had been a patient. They were able to distinguish differences in communication styles and analysis of the reflection showed a shift in perception, implying effective immersive experimental learning. CONCLUSIONS This study elaborated the potency of experimental learning with VR in communication in a preoperative setting. Patient-embodied VR can influence beliefs and values and demonstrated effective as an educative tool. PRACTICAL IMPLICATIONS The findings of this study can contribute to further research and healthcare education programs avid to use immersive learning with VR.
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Affiliation(s)
- K B Hoek
- Department of Anaesthesiology, LUMC, Leiden, the Netherlands.
| | - M van Velzen
- Department of Anaesthesiology, LUMC, Leiden, the Netherlands
| | - E Y Sarton
- Department of Anaesthesiology, LUMC, Leiden, the Netherlands
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