Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach

Abstract

It has always been a challenging issue to develop complex professional skills accompanied with sufficient professional knowledge and correct judgement. Previous studies have indicated that students have more opportunities for practice in flipped learning contexts. Basically, complex professional skills training is often risky in different real-world applications. Therefore, most medical training lessons are done through case discussions, interpretation of mannequins, and watching videos. Such learning models are, however, not only ineffective, but students fail to solve real problems without sufficient drills. The advanced progress of 3D simulation technology provides good opportunities to solve these problems. Virtual reality (VR) provides simulations for real clinical scenarios, offering medical students the chance to practice standard complex medical skills repeatedly, as well as thinking about and responding to clinical problems in VR, where they can obtain immediate feedback from VR learning systems. Thus, to enhance medical students' complex medical skills, the study proposes a virtual reality-based flipped learning approach. To investigate the effectiveness of the proposed approach, a quasi-experimental design was conducted with two groups in a lumbar puncture course for postgraduate year (PGY) residents of a hospital The experimental group with 39 students was conducted with virtual reality-based flipped learning (VR-FL), while the control group with 37 students was managed by traditional flipped learning (T-FL).

Degree of Acceptance of Virtual Reality by Health Sciences Students

“…As has been proposed by various authors [ 47 , 48 , 49 , 50 ], it is worth pointing out for future lines of research to analyze its use in new emerging pedagogies, such as “flipped learning”, or to analyze the degree of acceptance with other formulated models, such as the UTAUT, regarding which a series of works are already being carried out [ 51 ].…”

Artificial Intelligence-Empowered Art Education: A Cycle-Consistency Network-Based Model for Creating the Fusion Works of Tibetan Painting Styles

“…By using artificial intelligence to empower education and obtain a new learning model, Chiu et al [26] launched a deep-learning-based art learning system to help increase students' art appreciation and creativity. Lin et al [27] developed learners' complex professional skills by using a virtual reality inversion learning method. This interactive simulation technology enables learners to demonstrate higher learning motivation and self-efficacy.…”

An Expert-Opinion-Based Evaluation Framework for Sustainable Technology-Enhanced Learning Using Z-Numbers and Fuzzy Logarithm Methodology of Additive Weights

“…By leveraging technology tools and platforms, the College of Tourism can achieve several significant benefits. Firstly, TEL facilitates interactive and experiential learning, enabling students to engage with real-world scenarios and simulations, thereby enhancing their critical thinking and problem-solving skills [74,75]. Secondly, TEL ensures industry relevance by keeping the college updated with industry advancements, thus providing students with relevant knowledge and skills [44].…”