Virtual reality-based neurological examination teaching tool(VRNET) versus standardized patient in teaching neurological examinations for the medical students: a randomized, single-blind study

Abstract

Background The conventional methods for teaching neurological examination with real patients to medical students have some limitations if the patient with the symptom or disease is not available. Therefore, we developed a Virtual Reality-based Neurological Examination Teaching Tool (VRNET) and evaluated its usefulness in in teaching neurological examinations for the medical students. Methods In this prospective, randomized, single-blind study, we recruited 98 medical students and divided them into two groups: 1) A standardized patient(SP) group that received the clinical performance examination utilizing standard patients complaining of dizziness was provided neurological findings using conventional method such as verbal description, photographs, and video clips; 2) A SP with VRNET group that was provided the neurological findings using the newly developed tool. Among the 98 students, 3 did not agree to participate, and 95 were enrolled in this study. The SP group comprised 39 students and the SP with VRNET group had 56 students. Results There were no statistical differences in VRNET’s realness and student satisfaction between the SP and SP with VRNET groups. However, a statistically significant difference was found in the Neurologic Physical Exam (NPE) score (p = 0.043); the SP with VRNET group had higher NPE scores (3.81 ± 0.92) than the SP group (3.40 ± 1.01). Conclusions VRNET is useful in teaching senior (graduating) medical students with SP with a neurologic problem.

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

“…Despite the diversification of virtual simulators/platforms/systems used in undergraduate medical education, we found that 48 (52%) studies ( 18 , 22 , 23 , 27 – 31 , 33 – 35 , 37 – 39 , 42 , 44 – 48 , 50 , 52 , 54 , 57 – 67 , 71 , 72 , 75 , 78 , 81 – 84 , 93 , 96 , 99 , 101 , 103 , 105 ) reported the immersive VR application, which is characterized by the use of VR equipment consisting of head-mounted displays (headsets or goggles) and/or hand controllers. This finding suggested that VR might be a typical and popular representative of modern VS technology used in medical education.…”

“…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 .…”

“…The second focus of VS-integrated learning contexts in undergraduate medical education was emergency and pediatric emergency medicine training, with 14 articles ( 10 , 16 – 18 , 29 , 30 , 34 , 39 , 51 , 55 , 68 , 79 , 93 , 101 ) published recently. Among them, eight studies ( 10 , 16 – 18 , 30 , 34 , 39 , 68 ) used VS-based teaching in pediatric emergencies.…”

“…The above studies showed the integration of VS in emergency medicine training provided promising zero-risk training for undergraduates. In particular, seven studies ( 18 , 29 , 30 , 34 , 39 , 93 , 101 ) used the VR simulation systems consisting of VR headsets or goggles to realistically and immersively replicate clinical settings and findings, allowing students to deliberately practice and receive vivid feedback on their assessment.…”

Virtual Reality-Integrated Immersion-Based Teaching to English Language Learning Outcome

“… Tsai et al (2018) indicated that a well-designed skill simulation system could simulate authentic operation situations, allowing learners to clearly learn important concepts through self-control, interaction, simulation, and observation, thereby effectively enhancing the LO. Han et al (2021) conducted the inspection and research of nervous system teaching tools based on VR. The research results implied that VR technology could effectively improve students’ learning satisfaction.…”