Creating a Successful Virtual Reality–Based Medical Simulation Environment: Tutorial

Gupta, Sanchit; Wilcocks, Kyle; Matava, Clyde; Wiegelmann, Julian; Kaustov, Lilia; Alam, Fahad

doi:10.2196/41090

Cited by 9 publications

(4 citation statements)

References 27 publications

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“…Nevertheless, the results may be transferable to PGY1-2s at other hospital trusts and could inform changes in policy or practice at other institutions. Many of the above suggestions would be pre-emptively addressed and iteratively improved through following the BUILD REALITY framework 33 for the introduction of a VR-based medical simulation environment into curricula.…”

Section: Discussionmentioning

confidence: 99%

Want doctors to use VR simulation? Make it mandatory, accessible, educationally valuable, and enjoyable!

Houlden,

Crichton

2024

MedEdPublish

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Background Virtual reality (VR) simulation training is mandatory for postgraduate year 1–2 doctors at the author’s hospital trust. Despite this, a preceding quantitative study demonstrated uptake below required levels. While the educational value of VR simulation has been highlighted, little attention has been paid to participant utilisation in postgraduate curricula. With the increasing development and incorporation of VR-based clinical education, it is essential to understand the factors influencing how frequently postgraduate doctors utilise it so that its potential can be maximised. Methods A qualitative study design was employed. All 108 postgraduate year 1–2 doctors from the 2020-21 training year were invited for a semi-structured interview. Interviews continued until data saturation was reached in the form of informational redundancy. Reflexive thematic analysis was conducted. Results A total of 17 interviews were conducted. Four main themes that influenced participation in VR simulation were identified: (1) the mandatory nature encouraged participation but led to negative perceptions as a tick-box exercise; (2) there were multiple challenges to accessing the resource; (3) the scenarios were felt to have limited educational value; and (4) there was untapped potential in drawing benefits from VR as an enjoyable leisure activity. Conclusions Recommendations from these findings include: (1) VR simulation should be mandatory but with a degree of learner autonomy; (2) sessions should be integrated into doctors’ rotas as protected time; (3) more challenging scenarios ought to be created aligned with postgraduate courses, examinations, and specialty training, and (4) presented as a difficulty level system akin to gaming experiences.

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Section: Discussionmentioning

confidence: 99%

Want doctors to use VR simulation? Make it mandatory, accessible, educationally valuable, and enjoyable!

Houlden,

Crichton

2024

MedEdPublish

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“…Therefore, the goal of this tutorial was to provide information pertaining to the creation, playback, and evaluation of 360-degree videos, with several concrete examples provided in Multimedia Appendices 2 and 3 . This expands on existing tutorials, which provide a narrower and less complete scope of information [ 2 , 4 , 39 ].…”

Section: Discussionmentioning

confidence: 99%

Creating Custom Immersive 360-Degree Videos for Use in Clinical and Nonclinical Settings: Tutorial

Naef,

Jeitziner,

Jakob

et al. 2023

JMIR Med Educ

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The use of virtual reality (VR) stimulation in clinical settings has increased in recent years. In particular, there has been increasing interest in the use of VR stimulation for a variety of purposes, including medical training, pain therapy, and relaxation. Unfortunately, there is still a limited amount of real-world 360-degree content that is both available and suitable for these applications. Therefore, this tutorial paper describes a pipeline for the creation of custom VR content. It covers the planning and designing of content; the selection of appropriate equipment; the creation and processing of footage; and the deployment, visualization, and evaluation of the VR experience. This paper aims to provide a set of guidelines, based on first-hand experience, that readers can use to help create their own 360-degree videos. By discussing and elaborating upon the challenges associated with making 360-degree content, this tutorial can help researchers and health care professionals anticipate and avoid common pitfalls during their own content creation process.

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“…Because of its "immersive, interactive, and imaginative" features, virtual reality (VR) has been widely applied in K-12 education [18], higher education, and various fields such as language education, engineering education, and medical education [19][20][21]. Among them, researchers usually improve the applicability and experience of head-mounted displays (HMDs) from the perspective of materials and technology [22,23].…”

Section: Introductionmentioning

confidence: 99%

Research on Learning Concentration Recognition with Multi-Modal Features in Virtual Reality Environments

Zhong

et al. 2023

Sustainability

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Learning concentration, as a crucial factor influencing learning outcomes, provides the basis for learners’ self-regulation and teachers’ instructional adjustments and intervention decisions. However, the current research on learning concentration recognition lacks the integration of cognitive, emotional, and behavioral features, and the integration of interaction and vision data for recognition requires further exploration. The way data are collected in a head-mounted display differs from that in a traditional classroom or online learning. Therefore, it is vital to explore a recognition method for learning concentration based on multi-modal features in VR environments. This study proposes a multi-modal feature integration-based learning concentration recognition method in VR environments. It combines interaction and vision data, including measurements of interactive tests, text, clickstream, pupil facial expressions, and eye gaze data, to measure learners’ concentration in VR environments in terms of cognitive, emotional, and behavioral representation. The experimental results demonstrate that the proposed method, which integrates interaction and vision data to comprehensively represent the cognitive, emotional, and behavioral dimensions of learning concentration, outperforms single-dimensional and single-type recognition results in terms of accuracy. Additionally, it was found that learners with higher concentration levels achieve better learning outcomes, and learners’ perceived sense of immersion is an important factor influencing their concentration.

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Creating a Successful Virtual Reality–Based Medical Simulation Environment: Tutorial

Cited by 9 publications

References 27 publications

Want doctors to use VR simulation? Make it mandatory, accessible, educationally valuable, and enjoyable!

Want doctors to use VR simulation? Make it mandatory, accessible, educationally valuable, and enjoyable!

Creating Custom Immersive 360-Degree Videos for Use in Clinical and Nonclinical Settings: Tutorial

Research on Learning Concentration Recognition with Multi-Modal Features in Virtual Reality Environments

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