The Feasibility of Virtual Reality and Student-Led Simulation Training as Methods of Lumbar Puncture Instruction

Roehr, Mark; Wu, Teresa; Maykowski, Philip; Munter, Bryce T.; Hoebee, Shelby; Daas, Eshaan J.; Kang, Paul

doi:10.1007/s40670-020-01141-6

Cited by 9 publications

(10 citation statements)

References 30 publications

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“…Five randomized control studies 26,27,36,37,43 measured objective knowledge of the procedure, either through posttest scores or verbal questions during the procedure. Lohre et al, 36 Hooper et al, 27 and Roehr et al 43 did not show any improvement in verbal answers or posttest scores in the VR training group compared with participants given technical journal articles or trained using task trainers. However, Blumstein et al 26 and Lohre et al 37 found that the VR group had higher posttest scores and verbal answers than the non-VR group.…”

Section: Did Xr Improve Overall Knowledge Of the Procedure?-nomentioning

confidence: 99%

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Does Extended Reality Simulation Improve Surgical/Procedural Learning and Patient Outcomes When Compared With Standard Training Methods?

Woodall,

Chang,

Toy

et al. 2024

Sim Healthcare

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Introduction The use of extended reality (XR) technologies, including virtual, augmented, and mixed reality, has increased within surgical and procedural training programs. Few studies have assessed experiential learning- and patient-based outcomes using XR compared with standard training methods. Methods As a working group for the Society for Simulation in Healthcare, we used Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and a PICO strategy to perform a systematic review of 4238 articles to assess the effectiveness of XR technologies compared with standard training methods. Outcomes were grouped into knowledge, time-to-completion, technical proficiency, reactions, and patient outcomes. Because of study heterogeneity, a meta-analysis was not feasible. Results Thirty-two studies met eligibility criteria: 18 randomized controlled trials, 7 comparative studies, and 7 systematic reviews. Outcomes of most studies included Kirkpatrick levels of evidence I–III (reactions, knowledge, and behavior), while few reported level IV outcomes (patient). The overall risk of bias was low. With few exceptions, included studies showed XR technology to be more effective than standard training methods in improving objective skills and performance, shortening procedure time, and receiving more positive learner ratings. However, XR use did not show significant differences in gained knowledge. Conclusions Surgical or procedural XR training may improve technical skill development among trainees and is generally favored over standard training methods. However, there should be an additional focus on how skill development translates to clinically relevant outcomes. We recommend longitudinal studies to examine retention and transfer of training to clinical settings, methods to improve timely, adaptive feedback for deliberate practice, and cost analyses.

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Section: Did Xr Improve Overall Knowledge Of the Procedure?-nomentioning

confidence: 99%

“…A total of 18 RCTs met the inclusion criteria and were reviewed. [26][27][28][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47] These studies were published between 2016 and 2021 and involved a total of 597 participants. The sample sizes ranged from 14 to 121 with a mean of 33.2 and a median of 24.…”

Section: Summary Of Studiesmentioning

confidence: 99%

Does Extended Reality Simulation Improve Surgical/Procedural Learning and Patient Outcomes When Compared With Standard Training Methods?

Woodall,

Chang,

Toy

et al. 2024

Sim Healthcare

View full text Add to dashboard Cite

show abstract

“…However, as an invasive operation that may cause patients discomfort and have the risk of complications, puncture or catheterization has been considered as a challenge for medical training ( 63 , 99 ). In the recent 2 years, three published articles reported the application of VR in VS training among medical undergraduates for lumbar puncture ( 25 ), ultrasound-guided peripheral venous catheter placement ( 63 ), and endotracheal intubation ( 99 ), respectively. The results collectively suggested that, as a teaching method well-received by students, VS training can engage learners, develop their practical competencies and proficiency in performing procedures under safe and controlled environments, facilitate spatial recognition and anatomic visualization, thus enhance medical education and skills training ( 25 , 63 , 99 ).…”

Section: Resultsmentioning

confidence: 99%

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

Wang

Lü

et al. 2022

Front. Med.

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Virtual simulation (VS) as an emerging interactive pedagogical strategy has been paid more and more attentions in the undergraduate medical education. Because of the fast development of modern computer simulation technologies, more and more advanced and emerging VS-based instructional practices are constantly increasing to promote medical education in diverse forms. In order to describe an overview of the current trends in VS-based medical teaching and learning, this scoping review presented a worldwide analysis of 92 recently published articles of VS in the undergraduate medical teaching and learning. The results indicated that 98% of included articles were from Europe, North America, and Asia, suggesting a possible inequity in digital medical education. Half (52%) studies reported the immersive virtual reality (VR) application. Evidence for educational effectiveness of VS in medical students’ knowledge or skills was sufficient as per Kirkpatrick’s model of outcome evaluation. Recently, VS has been widely integrated in surgical procedural training, emergency and pediatric emergency medicine training, teaching of basic medical sciences, medical radiation and imaging, puncture or catheterization training, interprofessional medical education, and other case-based learning experiences. Some challenges, such as accessibility of VS instructional resources, lack of infrastructure, “decoupling” users from reality, as well as how to increase students’ motivation and engagement, should be addressed.

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“…Positive outcomes with technology-assisted instruction are not universal for all instructional methods or content. Certain types of instruction, such as lumbar puncture instruction, produce better outcomes with hands-on simulation compared with virtual simulation 28 .…”

Section: Trends In Medical Educationmentioning

confidence: 99%

The Effects of COVID-19 on Teaching Practices in Medical Education

LeBlanc

2022

MRAJ

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Purpose: This study investigates the transition to online teaching modalities in U.S. medical schools as reported in publicly available datasets before and during the COVID-19 pandemic. The study examines the number and types of graduate medical education (GME) programs and their instructional methods that might be appropriate for continued online teaching modalities as compared to trends in higher education, and in particular, trends in health communication instruction, such as skills training in provider-patient and medical team consultations. Materials & Method: Studies investigating or reporting trends in medical education were culled from PubMed, and additional studies regarding trends in higher education were culled from Web of Science and Communication Abstracts using search terms “COVID-19” and “education.” Publicly available data was collected from the Accreditation Council for Graduate Medical Education (ACGME) and Association of American Medical Colleges (AAMC) for years 2007-2021 (latest date available). Results: Analysis of U.S. medical programs shows a clear trend toward modification of instructional methods to online modalities as a response to COVID-19 with some intent to continue utilizing these modalities post-COVID-19. Further analysis revealed a majority of utilized instructional methods which are adaptable to online teaching and learning, with certain instructional methods not easily adaptable comprising only 5.34% of the total. Growth in the number of graduate medical education programs and medical residents in the U.S. has steadily increased over the period, whereas the number of hours core medical faculty spend in teaching activities has decreased. Discussion: Trends in medical education mirrored those in higher education in general during the period under investigation. Advances in instructional design can be applied to instructional methods used in medical programs. The greatest area of improvement gains could be attained in redesign of didactics. Conclusions/Recommendations: Results indicate that medical schools were trending towards certain teaching methodologies which can be readily delivered in an online format prior to the COVID-19 pandemic. Given the development of new online teaching techniques resulting from the rapid transition to online teaching in 2020 throughout higher education institutions worldwide, it behooves medical societies and school to invest in research and development of online teaching methodologies for future-proofing of graduate medical education.

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The Feasibility of Virtual Reality and Student-Led Simulation Training as Methods of Lumbar Puncture Instruction

Cited by 9 publications

References 30 publications

Does Extended Reality Simulation Improve Surgical/Procedural Learning and Patient Outcomes When Compared With Standard Training Methods?

Does Extended Reality Simulation Improve Surgical/Procedural Learning and Patient Outcomes When Compared With Standard Training Methods?

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

The Effects of COVID-19 on Teaching Practices in Medical Education

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