Did video kill the XR star? Digital trends in medical education before and after the COVID-19 outbreak from the perspective of students and lecturers from the faculty of medicine at the University of Ulm

Speidel, Robert; Schneider, Achim; Körner, Jasmin; Grab-Kroll, Claudia; Öchsner, Wolfgang

doi:10.3205/zma001497

Cited by 9 publications

(12 citation statements)

References 11 publications

(21 reference statements)

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“…Second, medical students mostly agreed that VR and online teaching compensated for the suspension of face-to-face medical education and reported that these technologies are the best alternatives to physical learning [ 89 ]. Third, the potential of VR for future teaching was rated low in a sample of medical students and lecturers, probably due to a lack of practical experience [ 87 ]. Fourth, high-fidelity immersive VR and specialized profession-specific resources were used heavily in medical education and training during the first year of the COVID-19 pandemic [ 103 ].…”

Section: Resultsmentioning

confidence: 99%

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Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

Pallavicini¹,

Pepe²,

Clerici³

et al. 2022

JMIR Serious Games

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Background Virtual reality can play an important role during the COVID-19 pandemic in the health care sector. This technology has the potential to supplement the traditional in-hospital medical training and treatment, and may increase access to training and therapies in various health care settings. Objective This systematic review aimed to describe the literature on health care–targeted virtual reality applications during the COVID-19 crisis. Methods We conducted a systematic search of the literature on the PsycINFO, Web of Science, and MEDLINE databases, according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. The search string was as follows: “[(virtual reality)] AND [(COVID-19) OR (coronavirus) OR (SARS-CoV-2) OR (healthcare)].” Papers published in English after December 2019 in peer-reviewed journals were selected and subjected to the inclusion and exclusion criteria. We used the Mixed Methods Appraisal Tool to assess the quality of studies and the risk of bias. Results Thirty-nine studies met the inclusion criteria. Seventeen studies showed the usefulness of virtual reality during the COVID-19 crisis for reducing stress, anxiety, depression, and pain, and promoting physical activity. Twenty-two studies revealed that virtual reality was a helpful learning and training tool during the COVID-19 crisis in several areas, including emergency medicine, nursing, and pediatrics. This technology was also used as an educational tool for increasing public understanding of the COVID-19 pandemic. Different levels of immersion (ie, immersive and desktop virtual reality), types of head-mounted displays (ie, PC-based, mobile, and standalone), and content (ie, 360° videos and photos, virtual environments, virtual reality video games, and embodied virtual agents) have been successfully used. Virtual reality was helpful in both face-to-face and remote trials. Conclusions Virtual reality has been applied frequently in medicine during the COVID-19 pandemic, with positive effects for treating several health conditions and for medical education and training. Some barriers need to be overcome for the broader adoption of virtual reality in the health care panorama. Trial Registration International Platform of Registered Systematic Review and Meta-analysis Protocols (INPLASY) INPLASY202190108; https://inplasy.com/inplasy-2021-9-0108/

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Section: Resultsmentioning

confidence: 99%

“…Of the 39 studies included, 31 tested the efficacy of specific VR systems (Table 4), while 8 investigated the general use of VR in different samples (eg, mental health professionals and doctors) (Multimedia Appendix 3) [86][87][88][89]94,97,98,103].…”

Section: Vr Characteristicsmentioning

confidence: 99%

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

Pallavicini¹,

Pepe²,

Clerici³

et al. 2022

JMIR Serious Games

View full text Add to dashboard Cite

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“…At the same time, we may all have our fears, gut feeling or even quiet suspicion that the forced digitalization of wide parts of studies cannot be without effect on (self-)education resp. professional transformation in the health professions: “Most lecturers would like to teach more digitally even after the pandemic but fear a decrease in learning effectiveness and contact with students (...).” [ 6 ] concludes Speidel et al in the latest, digital issue of JME, for example. Or do these fears merely reveal a new variety of structurally conservative critique of change that groundlessly clings to the known, whatever that may be, or more unpolemically, however the evidence-backed status quo might be described in terms of studying?…”

Section: Editorialmentioning

confidence: 97%

What do we mean by “lessons learned”? Medical didactic research deficits before the post-COVID era. A call!

Stosch

Schnabel²

2021

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“…This promotes interprofessional and low-threshold teaching at different skill levels. Other, more sophisticated e-learning concepts, for example extended reality (XR), have not yet achieved broader recognition and acceptance in Germany [12].…”

Section: Plos Onementioning

confidence: 99%

“…Digitalization in medical studies had only slowly gained the necessary attention in Germany before the COVID-19 pandemic [9]; by contrast, students' preference for online learning over learning via analogous media has increasingly accelerated in recent years [10,11]. Studies indicate that the disruption to medical education experienced during the pandemic may have served as a catalyst for advancing online teaching and learning both in Germany [12,13] and worldwide [14][15][16].…”

Section: Introductionmentioning

confidence: 99%

The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology—A nationwide expert survey among teaching coordinators at German university hospitals

et al. 2022

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Purpose The COVID-19 pandemic has imposed severe challenges on medical education at German university hospitals. In this first German nationwide expert survey, we addressed the responsible university teaching coordinators in obstetrics and gynecology departments and investigated their experiences during the pandemic as well as their opinions on future developments, especially with regard to the broader implementation of e-learning in the standard curriculum. Methods The questionnaire included 42 items and was disseminated among teaching coordinators at all 41 departments of obstetrics and gynecology at German university hospitals via an email that included a weblink to the online survey provider. Responses were collected between 19 April and 7 June 2021. Results In total, 30 responses were collected from 41 departments across Germany and their respective teaching coordinators in obstetrics and gynecology. The general opinion of the medical teaching provided during the pandemic was positive, whereas the teaching quality in practical skills was considered inferior and not equivalent to the standard face-to-face curriculum. Lectures and seminars had to be substituted by remote-learning alternatives, while clinical clerkships were reduced in length and provided less patient contact. Students in their final year experienced only a few differences in the clinical and teaching routine. Teaching coordinators in obstetrics and gynecology stated that they intend to incorporate more e-learning into the curriculum in the future. Conclusion The medical educators’ views presented here may help to complement the already-thoroughly investigated experiences of students under the restrictions of the COVID-19 pandemic. Medical educators in obstetrics and gynecology at German university hospitals have successfully established online and hybrid teaching alternatives to their standard face-to-face courses. Building on recent experiences, digitalization could help to improve future medical education.

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Did video kill the XR star? Digital trends in medical education before and after the COVID-19 outbreak from the perspective of students and lecturers from the faculty of medicine at the University of Ulm

Cited by 9 publications

References 11 publications

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

What do we mean by “lessons learned”? Medical didactic research deficits before the post-COVID era. A call!

The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology—A nationwide expert survey among teaching coordinators at German university hospitals

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