Virtual Reality for teaching clinical skills in medical education

Hand, Charles; Olaiya, Raphael; Elmasry, Mohamed

doi:10.4324/9781003001874-13

Cited by 4 publications

(1 citation statement)

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“…It provides the opportunity to meet people from long distances in a virtual environment and to interact with each other in the virtual world with its possibilities appealing to the senses such as sound, image, and touch in a place imitating the physical world (Çoruh, 2011). Actually, VR can provide a chance to find solutions for ever-stretched teaching and learning time at the faculty, motivate students to take part GOKBULUT and DURNALI | 4269 in an attractive and safe environment, enhance self-directed learning skills, and modernize the teaching of intended skills (Hand et al, 2020). Besides, inclusive education initiatives can benefit from them as they provide access to learning content that would not otherwise be obtainable (Daniela, 2020).…”

Section: Vrmentioning

confidence: 99%

Professional skills training in developing digital materials through augmented and virtual reality applications

Gökbulut

Durnalı

2023

Psychology in the Schools

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A good deal of research has stressed that teaching staff are expected to continuously improve their profession. However, we observed that there is a need for more practical‐based research investigating the practices being adopted by teaching staff. Therefore, the present research aimed to explore the effect of a 9‐day practical‐based training on faculty members' and teachers' levels of professional competence in developing digital materials through augmented and virtual reality applications. The study group consisted of 15 faculty members and 15 teachers. “Digital Material Development Competence Scale” was applied as pre‐ and posttests, and semi‐structured interview questions were employed to collect data. As a result, both the quantitative and qualitative data evidenced that the training increased both faculty members' and teachers' levels of supposed professional development significantly. Subsequently, the participants' views revealed that the following contributed to the development of their skills in developing digital materials, technology use, integrating their pedagogical knowledge into technological knowledge, and lifelong learning. They are (a) receiving training on the use of augmented and virtual reality applications; (b) practicing sample applications with these tools; (c) experiencing mutually collaborative, hands‐on, and interactive learning; (d) with the help of highly motivated and expert trainers; and (e) with efficient collaboration between faculty members and teachers. In closing, not only did we report and discuss the results in line with relevant professional development and lifelong learning theories, but we also presented research activities and results as concrete examples in the context of efficient learning for the professional development of teaching staff as adults.

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Section: Vrmentioning

confidence: 99%