3D virtual reality simulation in radiography education: The students' experience

Abstract

Introduction Simulation forms a key element of undergraduate Radiography education as it enables students to develop their clinical skills in a safe environment. In this study, an immersive three-dimensional (3D) virtual radiography simulation tool was piloted in an undergraduate Radiography curriculum and user feedback retrieved. Methods The 3D virtual simulation tool by Virtual Medical Coaching Ltd was introduced to first year radiography students (n = 105). This technology guided students through a comprehensive process of learning anatomy, radiographic positioning and pathology. Students then X-rayed a virtual patient in the VR suite using HTC Vive Pro™ headsets and hand controllers. Instant feedback was provided. An online survey was later disseminated to students to gather user feedback. Thematic and descriptive statistical analyses were applied. Results A response rate of 79% (n = 83) was achieved. Most respondents (58%) reported enjoying VR simulation, whilst some felt indifferent towards it (27%). Ninety-four percent would recommend this tool to other students. The mean length of time it took for students to feel comfortable using the technology was 60 min (10–240 min). Most respondents (58%) desired more VR access. Students attributed enhanced confidence in the areas of beam collimation (75%), anatomical marker placement (63%), centring of the X-ray tube (64%) and exposure parameter selection (56%) to their VR practice. Many students (55%) advocated the use of VR in formative or low stakes assessments. Issues flagged included technical glitches, inability to palpate patient and lack of constructive feedback. Conclusion Student feedback indicates that 3D virtual radiography simulation is a valuable pedagogical tool in radiography education Implications for practice 3D immersive VR simulation is perceived by radiography students to be a valuable learning resource. VR needs to be strategically implemented into curricula to maximise its benefits.

A review of the impact of the COVID-19 pandemic on pre-registration medical radiation science education

“…16,17 Although the simulated learning is commonly reported as the replacement for some clinical placements and practical classes, the simulations in the physical MRS laboratories and use of immersive three-dimensional (3D) virtual reality (VR) simulation tools such as VR software by Virtual Medical Coaching Ltd (Christchurch, New Zealand) and VERT (Vertual Ltd., East Yorkshire, UK) may not be feasible during the lockdown. 5,9,13,29 The CBS programs such as Shaderware Virtual Radiography (Darlington, UK), MRI Simulator (The Institute for Advanced Clinical Imaging, Georgia, USA) and Netrad (administered by University of Sydney, Cumberland, Australia) which are more readily applicable to the home-based learning environment are more COVID-19 compliant. 5,24 However, with preparations in advance, it is feasible for the students to utilise some immersive 3D VR simulation tools at home.…”

“…For example, the VR software by Virtual Medical Coaching Ltd only requires generally available equipment such as HTC Vive Pro headsets and hand controllers (Taoyuan, Taiwan) for using it in the home-based learning environment. 29 With the high fidelity simulation tools, this might allow international MRS students to continue studying online for an extended period due to COVID-19 travel restrictions. 13,30 Nevertheless, findings of a survey study with 205 Australian academic, clinical and accrediting stakeholders published in 2011 shows that even for a well designed simulated learning program, it could only replace about 10e20% of clinical hours of a MRS course.…”

“…31 Also, according to recent literature reviews, 13,24 effectiveness of the simulated learning including the CBS has only been evaluated based on perceptions of the students and MRS academics rather than the students' actual competencies. Given the less predictable, intermittent nature of the lockdown and the recent advancements of the high fidelity simulation tools, 29,32,33 management of academic institutions should at least consider making an investment in these high fidelity simulation products for minimising the potential cancellation/extended delay of the clinical placements and the practical classes in the future. 12,13 Apparently, among the stakeholders, the MRS academics have been least affected by the adaptations and their students have been most affected.…”

Diagnostic radiography education amidst the COVID-19 pandemic: Current and future use of virtual reality (VR)

“…Tay et al [4] study in Singapore recognized the need for adaptation and suspension of clinical training for undergraduate students and the incorporation of simulation as part of the clinical model. Further, O'Connor et al [5] found that the use of 3D virtual radiography remained an invaluable pedagogical tool for student radiographers. In addition, its application for assessment purposes arguably provides an opportunity to explore an enhanced level of appropriateness of VR in future years.…”

Chiropractic students’ experiences on the use of virtual radiography simulation: a pilot observational study

“…According to the literature, no other chiropractic institution or training program has implemented simulated radiography in their curriculum. Since completing this pilot study; however, literature has been published on the use of other virtual radiography software [ 10 , 11 ]. The Projection VR TM software has been well described by Shanahan [ 9 ].…”