A Virtual Reality Patient Simulation System for Teaching Emergency Response Skills to U.S. Navy Medical Providers

Freeman, Karen; Thompson, Scott F.; Allely, Eric; Sobel, Annette; Stansfield, Sharon; Pugh, William M.

doi:10.1017/s1049023x00025462

Cited by 41 publications

(18 citation statements)

References 20 publications

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“…A new approach is needed to ensure optimal management of infrequent airway problems. Medicine has lagged behind the military [292][293][294][295][296][297] and the airline industry [298][299][300], which use guidelines and regular practice of drills to train staff to deal with infrequent emergencies. Allnutt states that 'there is no excuse for poorly designed procedures when human life is at risk' [301].…”

Section: Discussionmentioning

confidence: 99%

Difficult Airway Society guidelines for management of the unanticipated difficult intubation

Henderson¹,

Popat²,

Latto³

et al. 2012

Anaesthesia

186

254

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Section: Discussionmentioning

confidence: 99%

Difficult Airway Society guidelines for management of the unanticipated difficult intubation

Henderson¹,

Popat²,

Latto³

et al. 2012

Anaesthesia

186

254

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“…Freeman and colleagues 38 recently developed a virtual reality patient simulation system for teaching emergency response skills to U.S. Navy medical providers. Rapid and effective medical intervention in response to civil and military-related disasters is crucial for saving lives and limiting long-term disability.…”

Section: Emergency Training Systemsmentioning

confidence: 99%

“…All these systems are focused on training professionals to act when faced with limited supplies and the demands of stabilizing casualties not generally encountered in the comparatively resource-rich hospital setting. As suggested by Freeman, 38 "this experiential, problem-based training approach engages the user in a stress-filled, high fidelity world, providing multiple learning opportunities within a compressed period of time and without risk. "…”

Section: Emergency Training Systemsmentioning

confidence: 99%

Virtual Reality Training for Health-Care Professionals

Mantovani

Castelnuovo

Gaggioli

et al. 2003

CyberPsychology & Behavior

273

127

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Emerging changes in health-care delivery are having a significant impact on the structure of health-care professionals' education. Today it is recognized that medical knowledge doubles every 6-8 years, with new medical procedures emerging everyday. While the half-life of medical information is so short, the average physician practices 30 years and the average nurse 40 years. Continuing education thus represents an important challenge to face. Recent advances in educational technology are offering an increasing number of innovative learning tools. Among these, Virtual Reality represents a promising area with high potential of enhancing the training of health-care professionals. Virtual Reality Training can provide a rich, interactive, engaging educational context, thus supporting experiential learning-by-doing; it can, in fact, contribute to raise interest and motivation in trainees and to effectively support skills acquisition and transfer, since the learning process can be settled within an experiential framework. Current virtual training applications for health-care differ a lot as to both their technological/multimedia sophistication and to the types of skills trained, varying for example from telesurgical applications to interactive simulations of human body and brain, to virtual worlds for emergency training. Other interesting applications include the development of immersive 3D environments for training psychiatrists and psychologists in the treatment of mental disorders. This paper has the main aim of discussing the rationale and main benefits for the use of virtual reality in health-care education and training. Significant research and projects carried out in this field will also be presented, followed by discussion on key issues concerning current limitations and future development directions.

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“…The environment can be designed and controlled through computer‐generated settings that include space layout, furnishings, objects, people, and other contextual aspects such as fire, weather, explosions, etc. VR platforms have facilitated training in clinical medicine across multiple contexts, 25–28 including medical intervention in response to disasters 29 and application of triage abilities 30,31 . Not only can learners acquire, improve, and maintain skills over time within an emergency construct replicated through VR, their level of expertise can be differentiated as well.…”

mentioning

confidence: 99%

Virtual Reality Triage Training Provides a Viable Solution for Disaster‐preparedness

Andreatta

Maslowski

Petty

et al. 2010

Academic Emergency Medicine

158

144

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Objectives: The objective of this study was to compare the relative impact of two simulation-based methods for training emergency medicine (EM) residents in disaster triage using the Simple Triage and Rapid Treatment (START) algorithm, full-immersion virtual reality (VR), and standardized patient (SP) drill. Specifically, are there differences between the triage performances and posttest results of the two groups, and do both methods differentiate between learners of variable experience levels?Methods: Fifteen Postgraduate Year 1 (PGY1) to PGY4 EM residents were randomly assigned to two groups: VR or SP. In the VR group, the learners were effectively surrounded by a virtual mass disaster environment projected on four walls, ceiling, and floor and performed triage by interacting with virtual patients in avatar form. The second group performed likewise in a live disaster drill using SP victims. Setting and patient presentations were identical between the two modalities. Resident performance of triage during the drills and knowledge of the START triage algorithm pre ⁄ post drill completion were assessed. Analyses included descriptive statistics and measures of association (effect size).Results: The mean pretest scores were similar between the SP and VR groups. There were no significant differences between the triage performances of the VR and SP groups, but the data showed an effect in favor of the SP group performance on the posttest. Conclusions:Virtual reality can provide a feasible alternative for training EM personnel in mass disaster triage, comparing favorably to SP drills. Virtual reality provides flexible, consistent, on-demand training options, using a stable, repeatable platform essential for the development of assessment protocols and performance standards. ACADEMIC EMERGENCY MEDICINE 2010; 17:870-876 ª 2010 by the Society for Academic Emergency MedicineKeywords: disaster medicine, mass casualty incidents, triage D isasters are inevitable, and when they occur, emergency medicine (EM) personnel must be able to respond rapidly and accurately. Preparing EM personnel for disasters is difficult because of the variability in the types of disasters and their locations; the emotional and physical stresses encountered when working in a potentially unstable or dangerous environment with many injured, disoriented, and panicking people; the limited available information about the victims for medical providers; and the challenges of providing training context to master and maintain infrequently required, but critical skills. Research in disaster medicine suggests that although no training can absolutely prepare EM clinicians to perform triage for a true mass casualty incident, familiarity with the process helps rescuer efficiency and comfort in performing triage tasks.

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A Virtual Reality Patient Simulation System for Teaching Emergency Response Skills to U.S. Navy Medical Providers

Cited by 41 publications

References 20 publications

Difficult Airway Society guidelines for management of the unanticipated difficult intubation

Difficult Airway Society guidelines for management of the unanticipated difficult intubation

Virtual Reality Training for Health-Care Professionals

Virtual Reality Triage Training Provides a Viable Solution for Disaster‐preparedness

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