Virtual reality and live simulation

Ingrassia, Pier Luigi; Ragazzoni, Luca; Carenzo, Luca; Colombo, Davide; Gallardo, Alba Ripoll; Corte, Francesco Della

doi:10.1097/mej.0000000000000132

Cited by 74 publications

(12 citation statements)

References 30 publications

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“…51 For simulation of various types, hospitals can use live moulaged actors (actors with mock injuries to very realistic extend and instructed scenario role play), computerized patients, high-fidelity simulators and virtual reality, amongst others. 50,[52][53][54][55][56][57][58] Live moulaged actors seemed to have the highest fidelity with students showing more accurate and more timely performance in one study of a small number of paediatric MCI victims but a large set of tested participants. 50 In another recent study, virtual reality simulation proved to be valuable.…”

Section: Simulation Strategiesmentioning

confidence: 90%

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Emergency imaging after a mass casualty incident: role of the radiology department during training for and activation of a disaster management plan

Berger¹,

Körner²,

Bernstein³

et al. 2016

BJR

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In the setting of mass casualty incidents (MCIs), hospitals need to divert from normal routine to delivering the best possible care to the largest number of victims. This should be accomplished by activating an established hospital disaster management plan (DMP) known to all staff through prior training drills. Over the recent decades, imaging has increasingly been used to evaluate critically ill patients. It can also be used to increase the accuracy of triaging MCI victims, since overtriage (falsely higher triage category) and undertriage (falsely lower triage category) can severely impact resource availability and mortality rates, respectively. This article emphasizes the importance of including the radiology department in hospital preparations for a MCI and highlights factors expected to influence performance during hospital DMP activation including issues pertinent to effective simulation, such as establishing proper learning objectives. After-action reviews including performance evaluation and debriefing on issues are invaluable following simulation drills and DMP activation, in order to improve subsequent preparedness. Historically, most hospital DMPs have not adequately included radiology department operations, and they have not or to a little extent been integrated in the DMP activation simulation. This article aims to increase awareness of the need for radiology department engagement in order to increase radiology department preparedness for DMP activation after a MCI occurs.

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Section: Simulation Strategiesmentioning

confidence: 90%

“…50 In another recent study, virtual reality simulation proved to be valuable. 52 All simulation techniques in these studies focused on clinical patient triage. To our knowledge, which method best simulates the role of radiology during DMP activation has not been specifically studied.…”

Section: Simulation Strategiesmentioning

confidence: 99%

Emergency imaging after a mass casualty incident: role of the radiology department during training for and activation of a disaster management plan

Berger¹,

Körner²,

Bernstein³

et al. 2016

BJR

View full text Add to dashboard Cite

show abstract

“…However, those studies evaluating an interactive procedure, such as mass casualty triage, have had more mixed results, not offering enough argument to suggest widespread use and investment [ 12 , 24 - 28 ]. Although most participants enjoy the experience, the performance measures do not uniformly improve over alternative modalities, such as live simulation [ 12 , 24 ] or card sort triage [ 27 ]. Such results continue to call into question the true value of virtual reality.…”

Section: Discussionmentioning

confidence: 99%

“…Many studies have demonstrated that virtual reality is well accepted, and some have demonstrated its validity for skills training, with particularly good evidence in surgical fields [ 6 - 11 ]. However, studies assessing its effectiveness in team training and patient care scenarios has been limited [ 12 - 14 ]. A recent meta-analysis by Cook indicated that virtual reality performed better than no intervention, but not better than other instructional designs [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality for Pediatric Sedation: A Randomized Controlled Trial Using Simulation

Zaveri¹,

Davis

O’Connell³

et al. 2016

Cureus

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Introduction: Team training for procedural sedation for pediatric residents has traditionally consisted of didactic presentations and simulated scenarios using high-fidelity mannequins. We assessed the effectiveness of a virtual reality module in teaching preparation for and management of sedation for procedures.Methods: After developing a virtual reality environment in Second Life® (Linden Lab, San Francisco, CA) where providers perform and recover patients from procedural sedation, we conducted a randomized controlled trial to assess the effectiveness of the virtual reality module versus a traditional web-based educational module. A 20 question pre- and post-test was administered to assess knowledge change. All subjects participated in a simulated pediatric procedural sedation scenario that was video recorded for review and assessed using a 32-point checklist. A brief survey elicited feedback on the virtual reality module and the simulation scenario.Results: The median score on the assessment checklist was 75% for the intervention group and 70% for the control group (P = 0.32). For the knowledge tests, there was no statistically significant difference between the groups (P = 0.14). Users had excellent reviews of the virtual reality module and reported that the module added to their education.Conclusions: Pediatric residents performed similarly in simulation and on a knowledge test after a virtual reality module compared with a traditional web-based module on procedural sedation. Although users enjoyed the virtual reality experience, these results question the value virtual reality adds in improving the performance of trainees. Further inquiry is needed into how virtual reality provides true value in simulation-based education.

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“…Implementing such training in a virtual environment offers several advantages, including overcoming logistical challenges (eg, facilities and scheduling) associated with physical simulation [9]. Studies have shown that the use of virtual simulations was found to be as effective as physical simulation in improving performance in acute care [10,11]. Blending virtual and physical simulations may optimize learning effectiveness [12].…”

Section: Introductionmentioning

confidence: 99%

Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning

Liaw¹,

Tan²,

Wu³

et al. 2019

J Med Internet Res

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Background With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. Objective The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students’ learning outcomes on interprofessional competencies. Methods A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities—Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)—after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students’ learning outcomes on interprofessional competencies. Results A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy ( P <.05) and attitudes ( P <.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found ( P= .06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower ( P <.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence “WI-VR-SE” as their top preference. Conclusions This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students’ learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.

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Virtual reality and live simulation

Abstract: Virtual reality simulation proved to be a valuable tool, equivalent to live simulation, to test medical students' abilities to perform mass casualty triage and to detect improvement in such skills.

Cited by 74 publications

References 30 publications

Emergency imaging after a mass casualty incident: role of the radiology department during training for and activation of a disaster management plan

Emergency imaging after a mass casualty incident: role of the radiology department during training for and activation of a disaster management plan

Virtual Reality for Pediatric Sedation: A Randomized Controlled Trial Using Simulation

Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning

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