A new dimension in medical education: Virtual reality in anatomy during <scp>COVID</scp>‐19 pandemic

Miltykh, Ilia; Kafarov, Edgar S.; Covantsev, Serghei; Dadashev, Ali S.; Skarlis, Apostolos A.; Zenin, Oleg K.

doi:10.1002/ca.24098

Cited by 6 publications

(2 citation statements)

References 79 publications

(90 reference statements)

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“…As such, complementary tools, including interactive technologies, are being incorporated into the teaching and learning of Human Anatomy subjects 83,84 . XR‐based technologies, such as iVR and AR, have drawn more attention in recent years, especially motivated during the COVID‐19 pandemic 85 . Between 2019 and 2022 several scoping and systematic reviews, without meta‐analyses, were published and collectively suggested that XR‐based interventions are effective for learning human anatomy 1,2,4,8,27,28 .…”

Section: Discussionmentioning

confidence: 99%

Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta‐analysis

García‐Robles,

Cortés‐Pérez,

Nieto‐Escámez

et al. 2024

Anatomical Sciences Ed

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The purpose of this review was to (1) analyze the effectiveness of immersive virtual reality (iVR) and augmented reality (AR) as teaching/learning resources (collectively called XR‐technologies) for gaining anatomy knowledge compared to traditional approaches and (2) gauge students' perceptions of the usefulness of these technologies as learning tools. This meta‐analysis, previously registered in PROSPERO (CRD42023423017), followed PRISMA guidelines. A systematic bibliographical search, without time parameters, was conducted through four databases until June 2023. A meta‐analytic approach investigated knowledge gains and XR's usefulness for learning. Pooled effect sizes were estimated using Cohen's standardized mean difference (SMD) and 95% confidence intervals (95% CI). A single‐group proportional meta‐analysis was conducted to quantify the percentage of students who considered XR devices useful for their learning. Twenty‐seven experimental studies, reporting data from 2199 health sciences students, were included for analysis. XR‐technologies yielded higher knowledge gains than traditional approaches (SMD = 0.40; 95% CI = 0.22 to 0.60), especially when used as supplemental/complementary learning resources (SMD = 0.52; 95% CI = 0.40 to 0.63). Specifically, knowledge performance using XR devices outperformed textbooks and atlases (SMD = 0.32; 95% CI = 0.10 to 0.54) and didactic lectures (SMD = 1.00; 95% CI = 0.57 to 1.42), especially among undergraduate students (SMD = 0.41; 95% CI = 0.20 to 0.62). XR devices were perceived to be more useful for learning than traditional approaches (SMD = 0.54; 95% CI = 0.04 to 1), and 80% of all students who used XR devices reported these devices as useful for learning anatomy. Learners using XR technologies demonstrated increased anatomy knowledge gains and considered these technologies useful for learning anatomy.

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Section: Discussionmentioning

confidence: 99%

Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta‐analysis

García‐Robles,

Cortés‐Pérez,

Nieto‐Escámez

et al. 2024

Anatomical Sciences Ed

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“…5 Virtual Reality (VR) is also gaining popularity in educating the medical students and has been demonstrated to be beneficial in enhancing students' comprehension and memory as well as in the development of transferable skills like surgical methods. 6 The medical schools in South Asian countries need to reiterate the development/enhancement of clinical reasoning skills of both medical undergraduate and postgraduate learners. To achieve this objective, medical colleges must regularly organize training for clinical medical educators to facilitate students' learning in reasoning skills, and for assessing their skills, and provide feedback to the learners.…”

Section: Editorialmentioning

confidence: 99%

Clinical educators of the medical colleges of South Asia need to be trained for educating clinical reasoning skills to medical students

Piryani,

Subedi

2023

JGMC-Nepal

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Clinical reasoning is the process of reasoning to decide for managing the patient using data and applying medical knowledge and experience. Clinical reasoning skills are essential skills for the novice learner of medical education to learn the process of clinical diagnosis, thereby providing safe and effectual health care. These skills learning help clinicians arrive at a diagnosis and prevent making diagnostic errors which are reported to occur in five to 15% of cases. Poor clinical reasoning leads to a diagnostic error which may jeopardize the patient’s safety. The clinical reasoning skills are not generally explicitly imparted to the learners especially during their undergraduate learning period even though these may be documented in the curriculum of medical undergraduate study. The key elements in the clinical reasoning process are the patients’ story, data acquisition, problem representation, hypothesis generation, search and selection of illness script, differential diagnosis, and a leading diagnosis. Clinical reasoning is a complex process, difficult to teach learners and assess their skills, consumes clinical medical educators’ time, and requires resources for teaching and learning. There must be educational strategies both at the undergraduate and postgraduate levels to promote diagnostic reasoning skills; for this, clinical medical educators must be acquainted/trained in how to convey the reasoning approaches to beginners. The clinical medical educator has to a play dual role; provide quality care to the patients, teach clinical reasoning skills to the learners, and assess their skills to make them independent decision-makers and problem solvers in clinical settings. Clinical reasoning skills are among the core competencies to be learned by medical learners to become competent clinicians. The clinical competence of the clinician cannot be superseded by the advancement of technology and evidence-based medicine. All these three need to be integrated to minimize the errors in diagnosis. Clinical educators must unequivocally nurture and enhance the capacity of learners to include and integrate both analytical and non-analytical clinical reasoning strategies into their approach to arrive at diagnosis. The clinical medical educator must identify the learners’ approach to clinical reasoning and enable them to follow the right approaches towards clinical reasoning. Clinical reasoning skills are better learned/imparted during clinical encounters and deliberate practice enriches learning of these skills. Enhancement of clinical reasoning skills learning can be achieved through deliberate practice. The clinical medical educator may organize and supervise the simulation-based deliberate practice sessions for the learners to boost their clinical reasoning skills. For the deliberate practice of clinical reasoning skills, The New England Journal of Medicine (NEJM) has developed an application NEJM Healer, a screen-based interactive patient encounter (Virtual Bedside Encounter) through which learners are involved in each element of clinical reasoning process. Virtual Reality (VR) is also gaining popularity in educating the medical students and has been demonstrated to be beneficial in enhancing students’ comprehension and memory as well as in the development of transferable skills like surgical methods. The medical schools in South Asian countries need to reiterate the development/enhancement of clinical reasoning skills of both medical undergraduate and postgraduate learners. To achieve this objective, medical colleges must regularly organize training for clinical medical educators to facilitate students’ learning in reasoning skills, and for assessing their skills, and provide feedback to the learners. The institutes should also invest in infrastructure to pursue the use of modern technologies like VR, skills labs, etc. to attain this objective.

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Views of assistant professors on digital transformation in otorhinolaryngology education

Hildenbrand,

Kuhn,

Everad

et al. 2024

HNO

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Zusammenfassung Hintergrund Die digitale Transformation in der curricularen Lehre des Medizinstudiums beinhaltet zum einen die zunehmende Nutzung digitaler Lehr‑/Lernformate und zum anderen die Vermittlung von digitalen ärztlichen Kompetenzen. Auch in der fachärztlichen Weiterbildung müssen im Zuge der Veränderungen Konzepte der Wissensvermittlung und Kompetenzprofile überdacht und vermittelt werden. Ziel der Arbeit Ziel der vorliegenden Studie war die Ermittlung des aktuellen Stands der digitalen Transformation in der HNO-Lehre in Aus- und Weiterbildung an universitären Hals‑, Nasen- und Ohrenkliniken. Material und Methoden Ein Fragebogen mit 9 Fragen zu Themen der digitalen Transformation wurde an die Lehrbeauftragten der 37 nationalen universitären Hals‑, Nasen- und Ohrenkliniken verschickt. Die Umfrage erfolgte online anonym über das Umfrageportal SurveyMonkey® (San Mateo, CA, USA). Ergebnisse An der Umfrage nahmen 86,5 % der angeschriebenen Lehrbeauftragten teil. Nur 25 % der HNO-Kliniken bieten eine Lehrveranstaltung zur Vermittlung digitaler Kompetenzen für Studierende an. Digitale Lehrmethoden kommen nur in der Hälfte der Kliniken zum Einsatz. Nur 56,25 % der Lehrbeauftragten erhalten bei der Umsetzung der digitalen Transformation Unterstützung. In 40,62 % der Kliniken wird die digitale Transformation in der Weiterbildung thematisiert, aber nur 28,12 % der teilnehmenden Kliniken wenden digitale Lehrmethoden in der fachärztlichen Weiterbildung an. Schlussfolgerung Insbesondere im Bereich der curricularen Lehre werden einige Aspekte der digitalen Transformation bereits umgesetzt, nicht zuletzt auch getrieben durch die COVID-19-Pandemie. Insgesamt zeigt sich allerdings noch ein deutlicher Nachholbedarf sowohl in der Ausbildung von Studierenden als insbesondere auch in der Ausbildung von Weiterbildungsassistenten der HNO-Heilkunde.

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A new dimension in medical education: Virtual reality in anatomy during COVID‐19 pandemic

Cited by 6 publications

References 79 publications

Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta‐analysis

Immersive virtual reality and augmented reality in anatomy education: A systematic review and meta‐analysis

Clinical educators of the medical colleges of South Asia need to be trained for educating clinical reasoning skills to medical students

Views of assistant professors on digital transformation in otorhinolaryngology education

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