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Sendra-Portero F, Lorenzo-Álvarez R, Rudolphi-Solero T, Ruiz-Gómez MJ. The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century. J Med Internet Res 2024; 26:e59005. [PMID: 39106480 PMCID: PMC11336510 DOI: 10.2196/59005] [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: 03/30/2024] [Revised: 06/03/2024] [Accepted: 06/11/2024] [Indexed: 08/09/2024] Open
Abstract
The immersive virtual world platform Second Life (SL) was conceived 25 years ago, when Philip Rosedale founded Linden Lab in 1999 with the intention of developing computing hardware that would allow people to immerse themselves in a virtual world. This initial effort was transformed 4 years later into SL, a universally accessible virtual world centered on the user, with commercial transactions and even its own virtual currency, which fully connects with the concept of the metaverse, recently repopularized after the statements of the chief executive officer of Meta (formerly Facebook) in October 2021. SL is considered the best known virtual environment among higher education professionals. This paper aimed to review medical education in the SL metaverse; its evolution; and its possibilities, limitations, and future perspectives, focusing especially on medical education experiences during undergraduate, residency, and continuing medical education. The concept of the metaverse and virtual worlds was described, making special reference to SL and its conceptual philosophy, historical evolution, and technical aspects and capabilities for higher education. A narrative review of the existing literature was performed, including at the same time a point of view from our teaching team after an uninterrupted practical experience of undergraduate and postgraduate medical education in the last 13 years with >4000 users and >10 publications on the subject. From an educational point of view, SL has the advantages of being available 24/7 and creating in the student the important feeling of "being there" and of copresence. This, together with the reproduction of the 3D world, real-time interaction, and the quality of voice communication, makes the immersive experiences unique, generating engagement and a fluid interrelation of students with each other and with their teachers. Various groups of researchers in medical education have developed experiences during these years, which have shown that courses, seminars, workshops and conferences, problem-based learning experiences, evaluations, teamwork, gamification, medical simulation, and virtual objective structured clinical examinations can be successfully carried out. Acceptance from students and faculty is generally positive, recognizing its usefulness for undergraduate medical education and continuing medical education. In the 25 years since its conception, SL has proven to be a virtual platform that connects with the concept of the metaverse, an interconnected, open, and globally accessible system that all humans can access to socialize or share products for free or using a virtual currency. SL remains active and technologically improved since its creation. It is necessary to continue carrying out educational experiences, outlining the organization, objectives, and content and measuring the actual educational impact to make SL a tool of more universal use.
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Affiliation(s)
- Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
| | - Rocío Lorenzo-Álvarez
- Department of Emergency and Intensive Care, Hospital de la Axarquía, Vélez-Málaga, Spain
| | - Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
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Girijakumari Sreekantan Nair S, Chandrasekaran B. MetaHealth: unlocking metaverse technologies in digital healthcare. Expert Rev Med Devices 2024; 21:727-739. [PMID: 39039648 DOI: 10.1080/17434440.2024.2382233] [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: 04/17/2024] [Accepted: 07/16/2024] [Indexed: 07/24/2024]
Abstract
INTRODUCTION The metaverse is a new digital world powered by cutting-edge technologies that offers tremendous potential for healthcare. The metaverse is anticipated to experience enormous growth and adoption with a rising need for digital healthcare over the next decade. This article offers a comprehensive analysis of the integration of metaverse technologies into healthcare. AREAS COVERED This article delves into the multifaceted realm of metaverse technologies within healthcare, offering insights into its diverse contexts. Central to its exploration are the significant contributions, such as examining the current landscape of metaverse technologies in healthcare, offering a nuanced understanding of their applications. The article meticulously explores the array of tools and platforms available for surgical procedures, highlighting their efficacy and it also delves into how these technologies illuminate the evolving landscape of healthcare delivery. Through thorough analysis, this article elucidates the transformative potential of metaverse technologies in revolutionizing healthcare practices. EXPERT OPINION The integration of metaverse technologies in healthcare signifies a transformative shift in service delivery. The metaverse, driven by advanced technology, promises substantial changes, enhances medical education, patient care, and research through immersive experiences. This article aims to explore its various contexts heralding a new era in healthcare.
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Affiliation(s)
| | - Balaji Chandrasekaran
- Department of Computer Science and Engineering, College of Engineering, Anna University, Chennai, India
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Baños JE, Blanco-Reina E, Bellido-Estévez I, Bosch F, Cabello MR, Cambra-Badii I, De la Cruz JP, D'Ocón P, Ivorra MD, Ferrándiz M, González-Correa JA, Martín-Montañez E, Martos F, Pavía J, Sanz E. Beyond lectures and practical courses: Teaching pharmacology using imaginative pedagogical tools. Pharmacol Res 2024; 202:107130. [PMID: 38447748 DOI: 10.1016/j.phrs.2024.107130] [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: 10/29/2023] [Revised: 02/28/2024] [Accepted: 03/01/2024] [Indexed: 03/08/2024]
Abstract
Pharmacology has broadened its scope considerably in recent decades. Initially, it was of interest to chemists, doctors and pharmacists. In recent years, however, it has been incorporated into the teaching of biologists, molecular biologists, biotechnologists, chemical engineers and many health professionals, among others. Traditional teaching methods, such as lectures or laboratory work, have been superseded by the use of new pedagogical approaches to enable a better conceptualization and understanding of the discipline. In this article, we present several new methods that have been used in Spanish universities. Firstly, we describe a teaching network that has allowed the sharing of pedagogical innovations in Spanish universities. A European experience to improve prescribing safety is described in detail. The use of popular films and medical TV series in biomedical students shows how these audiovisual resources can be helpful in teaching pharmacology. The use of virtual worlds is detailed to introduce this new approach to teaching. The increasingly important area of the social aspects of pharmacology is also considered in two sections, one devoted to social pharmacology and the other to the use of learning based on social services to improve understanding of this important area. Finally, the use of Objective Structured Clinical Evaluation in pharmacology allows to know how this approach can help to better evaluate clinical pharmacology students. In conclusion, this article allows to know new pedagogical methods resources used in some Spanish universities that may help to improve the teaching of pharmacology.
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Affiliation(s)
- J E Baños
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain.
| | - E Blanco-Reina
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - I Bellido-Estévez
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - F Bosch
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain
| | - M R Cabello
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - I Cambra-Badii
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain; Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Science and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - J P De la Cruz
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - P D'Ocón
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - M D Ivorra
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - M Ferrándiz
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - J A González-Correa
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - E Martín-Montañez
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - F Martos
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - J Pavía
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - E Sanz
- School of Health Sciences, Universidad de La Laguna, Hospital Universitario de Canarias, Servicio Canario de Salud, Spain
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Rudolphi-Solero T, Lorenzo-Álvarez R, Domínguez-Pinos D, Ruiz-Gómez MJ, Sendra-Portero F. An Interuniversity Competition for Medical Students to Learn Radiology in the Second Life Metaverse. J Am Coll Radiol 2023:S1546-1440(23)00842-6. [PMID: 37922968 DOI: 10.1016/j.jacr.2023.09.012] [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: 05/25/2023] [Revised: 09/12/2023] [Accepted: 09/20/2023] [Indexed: 11/07/2023]
Abstract
PURPOSE The aim of this study was to evaluate an interuniversity competition online to learn radiology held in a 3-D virtual world, the Second Life metaverse, by analyzing the results of the game and students' perceptions. METHODS Medical students voluntarily participated in teams of four, for 6 weeks, successively covering radiologic anatomy and radiologic semiology of the chest, abdomen, and musculoskeletal. Each week, participants had 4.5 days to study self-learning presentations and 2.5 days to complete an individual multiple-choice test and a team task, the results of which determined the game's ranking. Participants were asked to complete a cognitive-load test, a perception questionnaire, and a postexposure knowledge test. RESULTS The competition was repeated for 2 years (editions), in 2020 and 2021. Seventy-five of 102 teams (73.5%) registered completed the game; 76% of them included third-year students. The average percentage of correct answers in the individual tests and team tasks was 74.2 ± 15.1 and 71.6 ± 14.7 respectively, without significant differences between both competitions. In general, the experience was valued positively (scores >8 on a 10-point scale). A lower perception score was found in 2021 among students from universities other than the organizing university, showing a positive correlation with the in-game score. CONCLUSIONS An interuniversity competition in the Second Life metaverse for undergraduate learning radiology is feasible and reproducible. Participating medical students considered it interesting and useful and also identified this activity during the 2 years of the coronavirus disease 2019 pandemic as a playful learning and social interaction experience.
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Affiliation(s)
- Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain. https://twitter.com/TeoRudSol
| | - Rocío Lorenzo-Álvarez
- Critical Care and Emergency Service, Hospital de la Axarquía, Velez-Malaga, Spain. https://twitter.com/estrellitadluz
| | - Dolores Domínguez-Pinos
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain
| | - Francisco Sendra-Portero
- Director, Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain.
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Pino-Postigo A, Domínguez-Pinos D, Lorenzo-Alvarez R, Pavía-Molina J, Ruiz-Gómez MJ, Sendra-Portero F. Improving Oral Presentation Skills for Radiology Residents through Clinical Session Meetings in the Virtual World Second Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4738. [PMID: 36981654 PMCID: PMC10049172 DOI: 10.3390/ijerph20064738] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 03/02/2023] [Accepted: 03/06/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The objective of this study was to conduct a clinical session meeting in the virtual world of Second Life to improve the oral presentation skills of radiology residents and to assess the perception of the attendees. METHODS A clinical session meeting (10 two-hour sessions over four weeks), where participants presented their own clinical sessions, followed by a turn of interventions by the attendees, was designed and carried out. Attendees were asked to complete an evaluation questionnaire. Descriptive statistics were performed. RESULTS Twenty-eight radiology residents attended the meeting, and 23 (81.2%) completed the evaluation questionnaire; 95.7-100% of them agreed that the virtual environment was attractive and suitable for holding the meeting and that the content was appropriate for their training as residents. They rated with ≥8.9 points (from 1 to 10) different aspects of the experience, highlighting the role of teachers (9.7 ± 0.6) and the usefulness of their training (9.4 ± 0.9). CONCLUSIONS Second Life can be used effectively to train oral communication skills in public, in an environment perceived as attractive and suitable for learning, through an experience described by the attendees as interesting and useful, highlighting the advantages of social contact with their peers.
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Affiliation(s)
- Alberto Pino-Postigo
- Department of Radiology, University Hospital Virgen de la Victoria, 29010 Málaga, Spain; (A.P.-P.); (D.D.-P.)
| | - Dolores Domínguez-Pinos
- Department of Radiology, University Hospital Virgen de la Victoria, 29010 Málaga, Spain; (A.P.-P.); (D.D.-P.)
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
| | - Rocío Lorenzo-Alvarez
- Department of Emergency and Critical Care, Hospital de la Axarquía, 29700 Vélez Málaga, Spain;
| | - José Pavía-Molina
- Department of Pharmacology, Faculty of Medicine, University of Malaga, 290071 Málaga, Spain;
| | - Miguel J. Ruiz-Gómez
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
| | - Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
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