Virtual Reality Simulated Learning Environments: A Strategy to Teach Interprofessional Students About Social Determinants of Health

Vega, Pablo Buitron de la; Dimitri, Noelle; Brinkerhoff, Cristina Araujo; Stern, Aliza; Damus, Karla; Miselis, Heather H; Garg, Priya S.; Sarfaty, Suzanne; Martínez, Linda Sprague

doi:10.1097/acm.0000000000004776

Cited by 8 publications

(4 citation statements)

References 20 publications

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“…The introduction of commercially available, low-cost HMDs led to the widespread application of VR techniques in various areas of medical treatment and education, such as anatomy and neuroanatomy education, 5 – 7 laboratory skills, 8 endoscopy, 9 , 10 echocardiography, 11 medical obstetrical education, 12 communication strategies, 4 , 13 optimizing the institutional climates of medical schools and health systems, 14 and addressing the social determinants of health. 15 However, until now, preparing VR teaching courses has required time-intensive resources and programming skills. In contrast, EVENT (Easy VR EducatioN Tool) 16 is a VR educational software designed to require limited time and no programming skills.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Virtual Reality-Based Open Educational Resource Software

Würstle,

Spanke,

Mehlhase

et al. 2024

Journal of Medical Education and Curricular Development

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OBJECTIVES Virtual reality (VR) teaching methods have potential to support medical students acquire increasing amounts of knowledge. EVENT (Easy VR EducatioN Tool) is an open educational resource software for immersive VR environments, which is designed for use without programming skills. In this work, EVENT was used in a medical student VR course on pancreatic cancer. METHODS Medical students were invited to participate in the course. Before and after VR simulation, participants completed a multiple-choice knowledge assessment, with a maximum score of 10, and a VR experience questionnaire. The primary endpoint compared pre- and post-VR simulation test scores. Secondary endpoints included usability and factors that could affect learning growth and test results. RESULTS Data from 117 of the 135 participating students was available for analysis. Student test scores improved by an average of 3.4 points (95% CI 3.1-3.7, P < 0.001) after VR course. The secondary endpoints of gender, age, prior knowledge regarding the medical subject, professional training completed in the medical field, video game play, three-dimensional imagination skills, or cyber-sickness had no major impact on test scores or final ranking (top or bottom 25%). The 27 students whose post-VR simulation test scores ranked in the top 25% had no prior experience with VR. The average System Usability Scale score was 86.1, which corresponds to an excellent outcome for user-friendliness. Questionnaire responses post-VR simulation show students (81.2% [95/117]) interest in more VR options in medical school. CONCLUSIONS We present a freely available software that allows for the development of VR teaching lessons without programming skills.

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Section: Introductionmentioning

confidence: 99%

Evaluation of a Virtual Reality-Based Open Educational Resource Software

Würstle,

Spanke,

Mehlhase

et al. 2024

Journal of Medical Education and Curricular Development

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“…A recently published report described a project incorporating a virtual learning environment to instruct students on the social determinants of health. 13…”

Section: Introductionmentioning

confidence: 99%

Education on Preventing Early Childhood Injuries Using a Video Game: The VirtualSafeHome Platform

Woolf

Jacobson

Flanagan

et al. 2023

Clin Pediatr (Phila)

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Poisonings and household injuries are frequent events among toddlers. We developed VirtualSafeHome (VSH)—a novel self-contained, Internet-based home-safety learning tool—to improve awareness of household hazards. Study aims were to investigate VSH usage characteristics. A prototype, screen-based VSH kitchen was built in Unity and delivered through the web using 3DVista and Wix. Players spot and click 21 embedded hazards. A unique feature is the ability to capture the “child’s perspective” in identifying hazards. We recruited a convenience sample of adults in 2021-2022. Outcomes included number of hazards discovered, session duration, and pretest/posttest knowledge scores. Twenty-four adults identified a median 15.5 hazards; median playing time was 1022 seconds. Players reported satisfaction with ease of navigation and game features. Mean pretest/posttest knowledge scores rose from 2.0 to 2.79 ( P < .035). A web-enabled video game can provide easily accessed, enjoyable training on home safety.

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“…[2,4,5,8,11,[13][14][15][16][17][18][19][20][22][23][24]27,29,[33][34][35][36][37],39-52,58-69,71-79,82-91,93-101,103,104,106-128] [53,92,129,130] [28,54-56,79]…”

mentioning

confidence: 99%

“…Analyzed papers classified by data collection method. ,11,13,[16][17][18]21,22,29,32,34,35,37,41,45,48,50,52,55,56,60,64,66,68,76,77,83,85,86,[108][109][110][111]113,114,120,121,123,124] …”

mentioning

confidence: 99%

AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review

Bermejo,

Juiz,

Cortes

et al. 2023

Informatics

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During the last few years, learning techniques have changed, both in basic education and in higher education. This change has been accompanied by new technologies such as Augmented Reality (AR) and Virtual Reality (AR). The combination of these technologies in education has allowed a greater immersion, positively affecting the learning and teaching processes. In addition, since the COVID-19 pandemic, this trend has been growing due to the diversity of the different fields of application of these technologies, such as heterogeneity in their combination and their different experiences. It is necessary to review the state of the art to determine the effectiveness of the application of these technologies in the field of university higher education. In the present paper, this aim is achieved by performing a systematic literature review from 2012 to 2022. A total of 129 papers were analyzed. Studies in our review concluded that the application of AR/VR improves learning immersion, especially in hospitality, medicine, and science studies. However, there are also negative effects of using these technologies, such as visual exhaustion and mental fatigue.

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Virtual Reality Simulated Learning Environments: A Strategy to Teach Interprofessional Students About Social Determinants of Health

Cited by 8 publications

References 20 publications

Evaluation of a Virtual Reality-Based Open Educational Resource Software

Evaluation of a Virtual Reality-Based Open Educational Resource Software

Education on Preventing Early Childhood Injuries Using a Video Game: The VirtualSafeHome Platform

AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review

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