360 virtual reality pediatric mass casualty incident: A cross sectional observational study of triage and out‐of‐hospital intervention accuracy at a national conference

Abstract

Objective With adolescent mass casualty incidents (MCI) on the rise, out‐of‐hospital readiness is critical to optimize disaster response. We sought to test the feasibility and acceptability of a 360 Virtual Reality (360 VR) platform for disaster event decisionmaking. Methods This was a cross‐sectional observational assessment of a subject's ability to triage and perform out‐of‐hospital interventions using a 360 VR MCI module. A convenience sample of attendees was recruited over 1.5 days from the American College of Emergency Physicians (ACEP) national conference in San Diego, CA. Results Two hundred and seven (207) subjects were enrolled. Ninety‐six (46%) subjects identified as attendings, 66 (32%) as residents, 13 (6%) as medical students, 4 (2%) as emergency medical technicians and 28 (14%) as other. When comparing mean scores between groups, physicians who were <40 years old had mean scores higher than physicians who were >40 years old (8.7 vs 6.5, P < 0.001). Residents achieved higher scores than attendings (8.6 vs 7.5, P = 0.005). Based on a 5‐point Likert scale, participants felt the 360 VR experience was engaging (median = 5) and enjoyable (median = 5). Most felt that 360 VR was more immersive than mannequin‐based simulation training (median = 5). Conclusion We conclude that 360 VR is a feasible platform for assessing triage and intervention decisionmaking for adolescent MCIs. It is well received by subjects and may have a role as a training and education tool for disaster readiness. In this era of distanced learning, 360 VR is an attractive option for future immersive educational experiences.

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

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“…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 conference design: features and obstacles

“…Beyond the need for academic communication and expositions, virtual conferences also serve as suitable training and skills development environments. As Lowe et al discuss, virtual environments have the potential to be widely adopted for disaster readiness training and education [39]. In their investigation, they document the feasibility of 360 VR technology for adolescent disaster readiness.…”

Gamification and Game-Based Strategies for Dermatology Education: Narrative Review

“…Participants could even earn approved Continuing Medical Education (CME) credits by completing uRCADE games, highlighting their effectiveness and utility. [18]. Actors created realistic scenes of a care point involving 150 potential pediatric casualties, with the immersive virtual reality story allowing users to select triage categories and decide on interventions.…”