Learning Impact of a Virtual Brain Electrical Activity Simulator Among Neurophysiology Students: Mixed-Methods Intervention Study

Abstract

Background: Virtual simulation is the recreation of reality depicted on a computer screen. It offers the possibility to exercise motor and psychomotor skills. In biomedical and medical education, there is an attempt to find new ways to support students' learning in neurophysiology. Traditionally, recording electroencephalography (EEG) has been learned through practical hands-on exercises. To date, virtual simulations of EEG measurements have not been used. Objective: This study aimed to examine the development of students' theoretical knowledge and practical skills in the EEG measurement when using a virtual EEG simulator in biomedical laboratory science in the context of a neurophysiology course. Methods: A computer-based EEG simulator was created. The simulator allowed virtual electrode placement and EEG graph interpretation. The usefulness of the simulator for learning EEG measurement was tested with 35 participants randomly divided into three equal groups. Group 1 (experimental group 1) used the simulator with fuzzy feedback, group 2 (experimental group 2) used the simulator with exact feedback, and group 3 (control group) did not use a simulator. The study comprised pre-and posttests on theoretical knowledge and practical hands-on evaluation of EEG electrode placement. Results: The Wilcoxon signed-rank test indicated that the two groups that utilized a computer-based electrode placement simulator showed significant improvement in both theoretical knowledge (Z=1.79, P=.074) and observed practical skills compared with the group that studied without a simulator. Conclusions: Learning electrode placement using a simulator enhances students' ability to place electrodes and, in combination with practical hands-on training, increases their understanding of EEG measurement.

Teaching With an EEG Simulator and It´S Learning Process Was Evaluated at Biomedical Laboratory Science Students

“…They also benefited from the reflection they experienced. In a previous study, we found that EEG-simulator gave the greatest improvement in learning as assessed by pre-and post-test knowledge [4]. This met our expectations that the simulation focuses on Bloom's higher learning goals [25].…”

“…Simulators have been seen to improve medical training, allowing users to interact in a virtual environment, increasing contact, for example. Simulations especially support learning of hands-on skills, but also theoretical knowledge as shown in previous studies [4,5]. Simulations provide a safe environment for students to practice the role of a registered health professional [6].…”

“…Students expect simulators to have a high functional fidelity and if such expectations are not met, the overall experience (or novelty) of the simulator is lost [22]. With lecturer presence to explain and assist in the head movement and feedback, we were able to alleviate the initial resistance to the simulator enough that significant learning still took place [4].…”

“…Group 1 had fuzzy feedback and group 2 had precise feedback regarding their virtual sensor placement. Although we investigated the effects of the two feedback systems in earlier work [4], we kept the natural division in this experiment for the purpose of reliability by cross analyzing all results of groups 1 and 2.…”

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

“…From the 92 published studies, VS was reported to be applied in the educational practice involving undergraduate medical students across 25 countries including the United States [26 studies ( 15 – 40 )], the United Kingdom [9 studies ( 41 – 49 )], Germany [7 studies ( 50 – 56 )], China [6 studies ( 10 , 57 – 61 )], Denmark [6 studies ( 62 – 67 )], France [4 studies ( 68 – 71 )], Japan [4 studies ( 72 – 75 )], Sweden [3 studies ( 76 – 78 )], Canada [3 studies ( 79 – 81 )], Netherlands [3 studies ( 82 – 84 )], Spain [3 studies ( 85 – 87 )], Australia [2 studies ( 88 , 89 )], Singapore [2 studies ( 90 , 91 )], Korea [2 studies ( 92 , 93 )], Finland [1 study ( 94 )], Italy [1 study ( 95 )], Ireland [1 study ( 96 )], Colombia [1 study ( 97 )], Pakistan [1 study ( 98 )], Thailand [1 study ( 99 )], Iran [1 study ( 100 )], Poland [1 study ( 101 )], Mexico [1 study ( 102 )], Norway [1 study ( 103 )], Saudi Arabia [1 study ( 104 )], and Switzerland [1 study ( 105 )]. The distribution of included studies among different continents was shown in Figure 1 .…”