The influence of VERT™ characteristics on the development of skills in skin apposition techniques

Appleyard, R.

doi:10.1016/j.radi.2011.04.002

Cited by 18 publications

(38 citation statements)

References 6 publications

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“…There has been widespread adoption of virtual simulation tools in radiation therapy education over the past decade. 12 , 13 , 14 , 15 However the same trends have not been observed in radiography education despite several simulators developed; Projection VR™ by Shaderware, 2 Medspace VR™, 16 Medical Imaging Training Immersive Environment (MITIE), 17 Clinical Education Training Solution (CETSOL) VR Clinic™ 18 and VR software by Virtual Medical Coaching Ltd. Literature on the efficacy of immersive 3D VR radiography simulation is limited as it has yet to be implemented in most undergraduate Radiography programmes.…”

Section: Introductionmentioning

confidence: 99%

3D virtual reality simulation in radiography education: The students' experience

et al. 2021

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Introduction Simulation forms a key element of undergraduate Radiography education as it enables students to develop their clinical skills in a safe environment. In this study, an immersive three-dimensional (3D) virtual radiography simulation tool was piloted in an undergraduate Radiography curriculum and user feedback retrieved. Methods The 3D virtual simulation tool by Virtual Medical Coaching Ltd was introduced to first year radiography students (n = 105). This technology guided students through a comprehensive process of learning anatomy, radiographic positioning and pathology. Students then X-rayed a virtual patient in the VR suite using HTC Vive Pro™ headsets and hand controllers. Instant feedback was provided. An online survey was later disseminated to students to gather user feedback. Thematic and descriptive statistical analyses were applied. Results A response rate of 79% (n = 83) was achieved. Most respondents (58%) reported enjoying VR simulation, whilst some felt indifferent towards it (27%). Ninety-four percent would recommend this tool to other students. The mean length of time it took for students to feel comfortable using the technology was 60 min (10–240 min). Most respondents (58%) desired more VR access. Students attributed enhanced confidence in the areas of beam collimation (75%), anatomical marker placement (63%), centring of the X-ray tube (64%) and exposure parameter selection (56%) to their VR practice. Many students (55%) advocated the use of VR in formative or low stakes assessments. Issues flagged included technical glitches, inability to palpate patient and lack of constructive feedback. Conclusion Student feedback indicates that 3D virtual radiography simulation is a valuable pedagogical tool in radiography education Implications for practice 3D immersive VR simulation is perceived by radiography students to be a valuable learning resource. VR needs to be strategically implemented into curricula to maximise its benefits.

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Section: Introductionmentioning

confidence: 99%

3D virtual reality simulation in radiography education: The students' experience

et al. 2021

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“…From a development point of view the study resulted in some suggestions for additional features which have found their way into newer versions of the system. Green and Appleyard published further work on developing skill with the skin apposition technique …”

Section: The Case Of Vertmentioning

confidence: 99%

“…Green and Appleyard published further work on developing skill with the skin apposition technique. 38 Three publications of an evaluative nature centred on how the system had been or was going to be used. Two focused on the English context, 39,40 the third related to the system installed in Aarhus, Denmark.…”

Section: Issues With Simulationmentioning

confidence: 99%

Simulation‐based education: A narrative review of the use of VERT in radiation therapy education

Kane

2018

J of Medical Radiation Sci

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Simulation has a long history in medical and health science training and education. The literature describing this history is extensive. The role simulation plays in many health disciplines has evolved, as has the focus of the literature around it. The Virtual Environment for Radiotherapy Training (VERT) system is a relative newcomer to radiation therapy education and, similar to the literature around radiation therapy (RT) education, is still in its infancy. This narrative review sets the scene of simulation‐based education within the health sciences and considers the lessons learned from published work on VERT to date. The evidence suggests that future inquiry involving VERT should explore different ways in which VERT can be used to contribute to the skillset required by the radiation therapist of tomorrow.

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“…Peer-assisted mentoring of the VERT sessions in treatment planning can also be beneficial. Education literature shows the importance of collaborative tasks to create new scenarios and new learning environments [25]. The result is an increased understanding of core treatment planning content, which is central to the continual acquisition of knowledge through a problem-based learning approach.…”

Section: Approaches Vert-based Teachingmentioning

confidence: 99%

Utilising the Virtual Environment for Radiotherapy Training System to Support Undergraduate Teaching of IMRT, VMAT, DCAT Treatment Planning, and QA Concepts

Chamunyonga

Burbery

Caldwell

et al. 2018

Journal of Medical Imaging and Radiation Sciences

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The influence of VERT™ characteristics on the development of skills in skin apposition techniques

Cited by 18 publications

References 6 publications

3D virtual reality simulation in radiography education: The students' experience

3D virtual reality simulation in radiography education: The students' experience

Simulation‐based education: A narrative review of the use of VERT in radiation therapy education

Utilising the Virtual Environment for Radiotherapy Training System to Support Undergraduate Teaching of IMRT, VMAT, DCAT Treatment Planning, and QA Concepts

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