Developing Virtual Patients with VR/AR for a natural user interface in medical teaching

Zielke, Marjorie A.; Zakhidov, Djakhangir; Hardee, Gary; Evans, Leonard; Lenox, Sean; Orr, Nick; Fino, Dylan; Mathialagan, Gautham

doi:10.1109/segah.2017.7939285

Cited by 28 publications

(8 citation statements)

References 14 publications

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“…22,30 The content on an HMD is always consistent with the user’s view because the display is head-mounted. 31 The HoloLens has an untethered and wireless design, displays holograms with a frame rate of 60 Hz, and weighs 580 g. 32 The Holographic Remoting Player application in Unity was used to stream virtual objects to the HoloLens. The position and orientation of holograms were expressed in a different reference system: the HoloLens reference frame.…”

Section: Methodsmentioning

confidence: 99%

Toward Holographic-Guided Surgery

et al. 2018

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The implementation of augmented reality (AR) in image-guided surgery (IGS) can improve surgical interventions by presenting the image data directly on the patient at the correct position and in the actual orientation. This approach can resolve the switching focus problem, which occurs in conventional IGS systems when the surgeon has to look away from the operation field to consult the image data on a 2-dimensional screen. The Microsoft HoloLens, a headmounted AR display, was combined with an optical navigation system to create an AR-based IGS system. Experiments were performed on a phantom model to determine the accuracy of the complete system and to evaluate the effect of adding AR. The results demonstrated a mean Euclidean distance of 2.3 mm with a maximum error of 3.5 mm for the complete system. Adding AR visualization to a conventional system increased the mean error by 1.6 mm. The introduction of AR in IGS was promising. The presented system provided a solution for the switching focus problem and created a more intuitive guidance system. With a further reduction in the error and more research to optimize the visualization, many surgical applications could benefit from the advantages of AR guidance.

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Section: Methodsmentioning

confidence: 99%

Toward Holographic-Guided Surgery

et al. 2018

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“…The aim of this study was to evaluate the influence of MR technology on student motivation to learn cardiac anatomy and physiology in comparison to classroom instruction. While multiple uses of virtual reality and MR in medical education have been studied, little is known about how it effects motivation to learn (Kamphuis et al, 2014;Antoniou et al, 2017;Zielke, 2017;Hanna et al, 2018). We found the MR application primarily motivated students to learn by holding their attention through its design and the variety of examples and exercises it utilized.…”

Section: Discussionmentioning

confidence: 93%

Mixed Reality Technology Influences Motivation for Learning in Medical Students

Michalski¹,

Cowan²,

Bohinsky³

et al. 2020

MedEdPublish

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Introduction: Motivation plays an important role in the learning process and strongly influences learning outcomes. However, it remains unclear how the use of technologies like mixed reality (MR) affect student motivation for learning. Our study aims to assess differences in student motivation for learning using MR technology in comparison to large group, didactic learning.Methods: First-year medical students (n = 18) were given a survey to measure three components of motivation: attention, relevance, and confidence. The survey was given after classroom learning on cardiovascular anatomy and physiology was completed, and again after completing a learning activity on the same topic using MR technology.Results: The analysis showed overall student motivation to learn in the classroom and from the MR activity were similar (p > 0.05). However, the specific motivating factors differed between the two instructional methods. Students were motivated to learn using the MR activity because it better held their attention (p < 0.05). In contrast, classroom instruction motivated students to learn primarily because students viewed it as more worthwhile and useful (p < 0.05). There was no difference in student confidence as a motivating factor to learn.Conclusions: These findings suggest MR instructional activities may be designed to motivate student learning by holding their attention because of the variety of interactive learning options it is capable of presenting. However, instructional activities using MR technology may not be perceived by students as being as worthwhile and useful as formal classroom instruction.

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“…Immersive VR and AR. There is a general understanding among researchers that increasing the level of immersion and realism of the simulations (e.g., using large volume displays, HMDs, spatialized 3D audio, higher fidelity graphics and animations) leads to more believable human-computer interactions [10,32], which in turns help improve the users' communication and empathic skills [47,67] and, ultimatley, the learning outcomes in general [42]. However, surprisingly, the use of IVR technologies in this specific context appears to be quite limited.…”

Section: Open Areas Of Researchmentioning

confidence: 99%

“…Only two VPs out of 21, i.e., Ochs [47] and CESTOL VR Clinic [59], mention the use of IVR, and AR appears to be completely unexplored. The primary obstacles to the adoption of IVR or AR in VP simulations seem to be the complexity, challenges and costs of development steps [67].…”

Section: Open Areas Of Researchmentioning

confidence: 99%

Training Medical Communication Skills with Virtual Patients: Literature Review and Directions for Future Research

Battegazzorre¹,

Bottino²,

Lamberti³

2021

Preprint

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Effective communication is a crucial skill for healthcare providers since it leads to better patient health, satisfaction and avoids malpractice claims. In standard medical education, students' communication skills are trained with role-playing and Standardized Patients (SPs), i.e., actors. However, SPs are difficult to standardize, and are very resource consuming. Virtual Patients (VPs) are interactive computer-based systems that represent a valuable alternative to SPs. VPs are capable of portraying patients in realistic clinical scenarios and engage learners in realistic conversations. Approaching medical communication skill training with VPs has been an active research area in the last ten years. As a result, the number of works in this field has grown significantly. The objective of this work is to survey the recent literature, assessing the state of the art of this technology with a specific focus on the instructional and technical design of VP simulations. After having classified and analysed the VPs selected for our research, we identified several areas that require further investigation, and we drafted practical recommendations for VP developers on design aspects that, based on our findings, are pivotal to create novel and effective VP simulations or improve existing ones.

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Developing Virtual Patients with VR/AR for a natural user interface in medical teaching

Cited by 28 publications

References 14 publications

Toward Holographic-Guided Surgery

Toward Holographic-Guided Surgery

Mixed Reality Technology Influences Motivation for Learning in Medical Students

Training Medical Communication Skills with Virtual Patients: Literature Review and Directions for Future Research

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