Comparative Cost of Virtual Reality Training and Live Exercises for Training Hospital Workers for Evacuation

Farra, Sharon L.; Gneuhs, Matthew; Hodgson, Eric; Kawosa, Burhan; Miller, Elaine Tilka; Simon, Ashley; Timm, Nathan; Hausfeld, Jackie

doi:10.1097/cin.0000000000000540

Cited by 85 publications

(102 citation statements)

References 13 publications

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“…The non-immersive equipment and semi-immersive equipment are easier to apply as a means of therapy and can be used as home care intervention ( 61 , 63 ). Even though this variable was not evaluated in this review, currently, the ER intervention especially with VR equipment is more expensive than CPT, but in the future, financial affordability is expected, which will enable easier access for the population overall and will facilitate its usage as a rehabilitation method ( 64 , 65 ).…”

Section: Discussionmentioning

confidence: 99%

Differences Between Exergaming Rehabilitation and Conventional Physiotherapy on Quality of Life in Parkinson's Disease: A Systematic Review and Meta-Analysis

et al. 2021

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Parkinson's disease (PD) is a neurodegenerative condition with both motor and non-motor symptoms affecting the quality of life (QoL) of older adults. Exergaming rehabilitation allows the interaction of the subject with digital games through the implementation of repetitive functional activities. Conventional physiotherapy uses patient-centered programs that include a variety of active exercises. The aim of this review was to look into the effectiveness of exergaming rehabilitation on the QoL of people with PD and compare it with conventional physiotherapy. Five electronic databases were searched for eligible studies until February 2021. For the statistical analysis, the mean, standard deviation, and 95% confidence interval were used to calculate effect sizes between groups. To determine heterogeneity, statistical index I2 was used. A total of 548 participants were included in 14 studies. Exergaming rehabilitation related with improved QoL (p = 0.687, 95% CI: −1.682 to −0.734), balance (p = 0.039, 95% CI: 0.364–13.689), (p = 0.018, 95% CI: 0.446–4.830), and gait (p = 0.005, 95% CI: 0.351–1.924). No significant difference was found between groups regarding the Unified Parkinson's Disease Rating Scale (p = 0.196, 95% CI: −5.970 to 1.225) and for the Timed Up and Go Test (p = 0.12, 95% CI: 0.446–4.830). Exergames as a rehabilitation method can be used to provide alternative interactive intervention with positive results for QoL in people with PD. Further investigation is needed to assess the effect on mental health in this population group.

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Section: Discussionmentioning

confidence: 99%

Differences Between Exergaming Rehabilitation and Conventional Physiotherapy on Quality of Life in Parkinson's Disease: A Systematic Review and Meta-Analysis

et al. 2021

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“…For instance, Lechermeier and Fassnacht [ 34 ] found that feedback from professionals of higher status and expertise was still the most effective in training. However, the cost of virtual simulation systems is lower when used for a long time [ 35 ]. Third, the result obtained in this survey show students reported greater levels of satisfaction for the combination teaching methods than the students assigned to the traditional teaching method condition.…”

Section: Discussionmentioning

confidence: 99%

Virtual versus jaw simulation in Oral implant education: a randomized controlled trial

Zhang

Gao

et al. 2020

BMC Med Educ

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Background: This research aims to investigate the evaluation methods of teaching oral implant clinical courses and estimate the effectiveness of a virtual simulation platform. Methods: Eighty second-and third-year undergraduates in Lanzhou University were recruited and randomized to either three experimental groups or one control group. The subjects undertook theoretical examinations to test their basic level of knowledge after training in similarly unified knowledge courses. Each student group then participated in an eight-hour operating training session. An operation test on pig mandible was conducted, followed by a second theoretical examination. The assessment consists of three distinct parts: a subjective operating score by a clinical senior teacher, an implant accuracy analysis in cone-beam computed tomography (angular, apical, and entrance deviation), and comparison of the two theoretical examinations. Finally, students completed a questionnaire gauging their understanding of the virtual simulation. Results: There was no significant difference between the four groups in first theoretical examination (P > 0.05); the second theoretical scores of the V-J and J-V group (62.90 ± 3.70, 60.05 ± 2.73) were significantly higher than the first time (57.05 ± 3.92, P < 0.05), while no difference between the V (57.10 ± 3.66) and J (56.89 ± 2.67) groups was found. Thus, the combination of V-J was effective in improving students' theoretical scores. The V-J and J-V groups had higher scores on operation (73.98 ± 4.58, 71.85 ± 4.67) and showed better implant precision. Conclusion: Virtual simulation education, especially with a jaw simulation model, could improve students' implantology achievements and training. Currently study found that the V-J group may performed better than the J-V group in oral implant teaching.

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Section: Discussionmentioning

confidence: 99%

Virtual versus Jaw Simulation in Oral Implant Education: A Randomized Controlled Trial

Zhang

Gao

et al. 2020

Preprint

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Aim We investigate the evaluation methods of teaching oral implant clinical courses and estimate the effectiveness of a virtual simulation platform. Methods Eighty second- and third-year undergraduates in Lanzhou University were recruited and randomized to either three experimental groups or one control group. The subjects undertook theoretical examinations to test their basic level of knowledge after training in similarly unified knowledge courses. Each student group then participated in an eight-hour operating training session. An operation test on pig mandible was conducted, followed by a second theoretical examination. The assessment consists of three distinct parts: a subjective operating score by a clinical senior teacher, an implant accuracy analysis in cone-beam computed tomography (angular, apical, and entrance deviation), and comparison of the two theoretical examinations. Finally, students completed a questionnaire gauging their understanding of the virtual simulation. Results There was no significant difference between the four groups in first theoretical examination (P>0.05); the second theoretical scores of the V-J and J-V group (62.90±3.70, 60.05±2.73) were significantly higher than the first time (57.05±3.92, P < 0.05), while no difference between the V(57.10±3.66) and J (56.89±2.67) groups was found. Thus, the combination of V-J was effective in improving students’ theoretical scores. The V-J and J-V groups had higher scores on operation (73.98±4.58; 71.85±4.67) and showed better implant precision.Conclusion Virtual simulation education, especially with a jaw simulation model, could improve students’ implantology achievements and training. We found that the V-J group performed better than the J-V group in oral implant teaching.

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Comparative Cost of Virtual Reality Training and Live Exercises for Training Hospital Workers for Evacuation

Cited by 85 publications

References 13 publications

Differences Between Exergaming Rehabilitation and Conventional Physiotherapy on Quality of Life in Parkinson's Disease: A Systematic Review and Meta-Analysis

Differences Between Exergaming Rehabilitation and Conventional Physiotherapy on Quality of Life in Parkinson's Disease: A Systematic Review and Meta-Analysis

Virtual versus jaw simulation in Oral implant education: a randomized controlled trial

Virtual versus Jaw Simulation in Oral Implant Education: A Randomized Controlled Trial

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