Immersive virtual reality-based training improves response in a simulated operating room fire scenario

Sankaranarayanan, Ganesh; Wooley, Lizzy; Hogg, Deborah C.; Dorozhkin, Denis; Olasky, Jaisa; Chauhan, Sanket; Fleshman, James W.; De, Suvranu; Scott, Daniel J.; Jones, Daniel B.

doi:10.1007/s00464-018-6063-x

Cited by 68 publications

(52 citation statements)

References 19 publications

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“…There were four studies that used completion time as a metric of learning outcome, although only one study (Bharathi and Tucker 2015) used this method exclusively. There was one study (Sankaranarayanan et al 2018) that used the correct order of operation in a procedural task as one of its main outcome measures. There were three papers that utilised other outcome measures that could not be easily categorised.…”

Section: Outcome Measuresmentioning

confidence: 99%

“…Generally, the exception to this was when the I-VR exposure lasted as long as it took the participant to complete a specific task, assessment, or procedure within the immersive environment (e.g. Babu et al 2018;Bharathi and Tucker 2015;Greenwald et al 2018;Sankaranarayanan et al 2018). Molina-Carmona et al 2018supplemented the limited intervention duration by allowing participants to take the HMD away with them, so they could access the educational content for 2 weeks outside the classroom.…”

Section: Intervention Characteristicsmentioning

confidence: 99%

“…A number of the included studies also utilised lecture based instruction or scheduled class time to operate in tandem with the I-VR environments (e.g. Akbulut et al 2018;Fogarty et al 2017;Johnston et al 2018;Ray and Deb 2016;Sankaranarayanan et al 2018).…”

Section: Intervention Characteristicsmentioning

confidence: 99%

“…Yoganathan et al (2018) also found that medical students were more accurate in knot tying practice when using I-VR as a training tool as opposed to a control group who used a standard video. Medical and surgical residents were also studied by Sankaranarayanan et al (2018) who used I-VR as a teaching tool for emergency fire response in an operating theatre environment. This study found that 70% of those who utilised the I-VR training were able to perform the correct procedure in the correct order.…”

Section: Procedural Studiesmentioning

confidence: 99%

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Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

et al. 2020

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The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using headmounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI

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Section: Outcome Measuresmentioning

confidence: 99%

Section: Intervention Characteristicsmentioning

confidence: 99%

Section: Intervention Characteristicsmentioning

confidence: 99%

Section: Procedural Studiesmentioning

confidence: 99%

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Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

et al. 2020

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“…In [118], the authors prepare a system for critical incident decision support basing on virtual scenarios of chemical, biological, radiological, nuclear or explosive accidents and attacks. Another good example of such an application is presented in [119]. The authors create a VR simulation designed to train operating room professionals in OR fire prevention and control.…”

Section: General Educationmentioning

confidence: 99%

Virtual Reality and Its Applications in Education: Survey

et al. 2019

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In the education process, students face problems with understanding due to the complexity, necessity of abstract thinking and concepts. More and more educational centres around the world have started to introduce powerful new technology-based tools that help meet the needs of the diverse student population. Over the last several years, virtual reality (VR) has moved from being the purview of gaming to professional development. It plays an important role in teaching process, providing an interesting and engaging way of acquiring information. What follows is an overview of the big trend, opportunities and concerns associated with VR in education. We present new opportunities in VR and put together the most interesting, recent virtual reality applications used in education in relation to several education areas such as general, engineering and health-related education. Additionally, this survey contributes by presenting methods for creating scenarios and different approaches for testing and validation. Lastly, we conclude and discuss future directions of VR and its potential to improve the learning experience.Information 2019, 10, 318 2 of 20 must be carried out under supervision; therefore, students cannot self-configure lab equipment, experience states of emergency or effects of misconfiguration which may lead to equipment damage. Moreover, there is no possibility to practice and catch up outside the laboratory schedule. Currently, the solutions are modern technologies such as online courses [8,9], blended learning [10-13], different computer-based platforms [14-18] and many others, which allow the students to repeat several times the same topic, make mistakes and learn from them. Numerous examples of hardware and software which have been successful in educational processes indicate that edtech industry can improve learning outcomes for the majority of students [19]. More and more educational centres around the world are starting to introduce powerful new technology tools that help them to meet the needs of diverse student populations. Traditional books are being replaced by digital instructional content (especially from open educational resources) [20]. Notebooks, tablets or cell phones with dedicated application have replaced classical copybooks [21]. Distance [22] and personalised learning [23] are used to tailor education to each student's academic strengths, weaknesses, preferences and goals.It is well known that the use of information and communication technologies have been found to improve student attitudes towards learning [24][25][26][27]. It is a rapidly growing field of research, continually developing and looking for new technological solutions. Over the last several years, Virtual Reality (VR), which provides an interactive computer-generated environment, has moved from being the purview of the gaming to the professional development such as military, psychology, medicine and teaching applications.In 1987, Jaron Lanier, together with Steve Bryson, formulated the first definition of VR, which they desc...

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The utility of virtual reality and manikin crisis scenario simulations for anaesthesia trainee education: a randomised crossover pilot study

Babus,

Gurnaney,

Doshi

et al. 2024

Anaesthesia Reports

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SummarySimulation education for anaesthesia trainees is essential to build clinical skills and virtual reality can provide a reproducible, high‐fidelity intra‐operative training environment. Compared to in‐situ manikin‐based simulation, this modality has yet to be thoroughly evaluated. Twenty‐six second post‐graduate year anaesthesiology residents were randomly divided into two groups and participated in both virtual reality and manikin crisis scenarios at sessions six months apart. The exposure order was group A virtual reality followed by manikin and group B manikin followed by virtual reality. Clinical assessments were performed using a standardised checklist. Knowledge assessments were conducted. National Aeronautics and Space Administration Task Load Index and System Usability Scale scores were collected immediately after participation. Clinical scores between groups A and B were not significantly different. Group A had improved post‐simulation knowledge scores after both sessions. Task load index scores were lower in mental demand for virtual reality. System usability scores showed less ease of use and more need for support in virtual reality.

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Immersive virtual reality-based training improves response in a simulated operating room fire scenario

Abstract: Interactive VR-based hands-on training was found to be a relatively inexpensive and effective mode for teaching OR fire prevention and management scenarios.

Cited by 68 publications

References 19 publications

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design

Virtual Reality and Its Applications in Education: Survey

The utility of virtual reality and manikin crisis scenario simulations for anaesthesia trainee education: a randomised crossover pilot study

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