Nonpharmacological interventions for reducingchildhood anxiety include use of distraction, an inviting environment, child and parental preparation, and positive staff interactions. [5][6][7] Certified Child Life Specialists (CCLS), who have master's degrees focused on coping strategies for pediatric patients and promotion of optimal patient experiences, often lead these interventional services for pediatric hospitals. 8 Although CCLS utilize multiple traditional coping strategies such as therapeutic play, preparation for procedures, and education, novel techniques play an important role in anxiolysis. 8 Virtual reality (VR) is an emerging tool for anxiety reduction. VR effectively attenuates pain perception and distress during hospitalizations. 9-13 Given the reduction in the cost of portable VR units, VR has expanded to a variety of hospital care areas. 10,[14][15][16] Reportedly, CCLS play an integral role in the utilization of VR headsets throughout the hospital. [17][18][19] Although full hospital integration is rare, CCLS have successfully launched VR in perioperative units, heart centers, phlebotomy labs, acute care centers, and emergency departments. [17][18][19] Studies have generally reported few or no side effects associated with VR for pediatric patients. 11,13,[19][20][21][22] Adverse events, although rare and short-lived, may include motion sickness, nausea, or dizziness. The risk of collision also exists for specific cases of VR use. Additionally, pediatric patients may be less able to verbalize VR-associated
Introduction
Augmented reality (AR) has promise as a clinical teaching tool, particularly for remote learning. The Chariot Augmented Reality Medical (CHARM) simulator integrates real-time communication into a portable medical simulator with a holographic patient and monitor. The primary aim was to analyze feedback from medical and physician assistant students regarding acceptability and feasibility of the simulator.
Methods
Using the CHARM simulator, we created an advanced cardiovascular life support (ACLS) simulation scenario. After IRB approval, preclinical medical and physician assistant students volunteered to participate from August to September 2020. We delivered augmented reality headsets (Magic Leap One) to students before the study. Prior to the simulation, via video conference, we introduced students to effective communication skills during a cardiac arrest. Participants then, individually and remotely from their homes, synchronously completed an instructor-led ACLS AR simulation in groups of three. After the simulation, students participated in a structured focus group using a qualitative interview guide. Our study team coded their responses and interpreted them using team-based thematic analysis.
Results
Eighteen medical and physician assistant students participated. We identified four domains that reflected trainee experiences: experiential satisfaction, learning engagement, technology learning curve, and opportunities for improvement. Students reported that the simulator was acceptable and enjoyable for teaching trainees communication skills; however, there were some technical difficulties associated with initial use.
Conclusion
This study suggests that multiplayer AR is a promising and feasible approach for remote medical education of communication skills during medical crises.
Supplementary Information
The online version contains supplementary material available at 10.1007/s40670-022-01598-7.
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