Application of virtual reality (VR) technology for medical practitioners in type and screen (T&S) training

Abstract

Nowadays, patients' safety is the top priority for medical services around the world. However, it is believed that many of the adverse events in hospitals are preventable. Type and screen (T&S) procedures require intense practical training by each medical practitioner in each hospital. This study applied an interactive Virtual Reality (VR) technology to supplement the traditional approach to facilitate procedural training. The VR system made use of the Unity3D for application development. To investigate the reliability and validity of the conceptual medical training model, a survey was conducted to measure the content, motivation and enhanced readiness of practitioners. The partial least squares (PLS) modelling was carried out to investigate the correlation between each pair of measured variables. The study results indicated that the learning model has good reliability for each measurement factor and validates the survey study. The PLS modelling also indicated a significant correlation between each pair of measured variables. The project developed a VR training program for training in T&S procedures. The study provides important implications on the development of a practical VR training program for medical practitioners, as well as valuable insights for the development of similar VR training programs in the future.

Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

“…Higher education institutions are forced to shift the teaching strategies towards more flexible, and students oriented approaches by adopting active learning ( Law, 2019 ), flipped classrooms ( Rover, Astatke, Bakshi, & Vahid, 2013 ; Nouri, 2016 ), blended learning ( Kintu, 2017 ; Bernard, 2014 ; Dziuban, Graham, Moskal, Norberg, & Sicilia, 2018 ), and virtual technologies ( Tang, Au, Lau, Ho, & Wu, 2020 , Tang et al, 2020 ). Successful implementation of these methods still greatly relies on students attending classes face-to-face.…”

Investigating the redundancy principle in immersive virtual reality environments: An eye‐tracking and EEG study

“…IVR has, for example, been used to supplement teaching at school (Petersen et al, 2020; while others have also used it for informal learning (Christensen & Knezek, 2016). IVR has also been applied in various educational levels: from K-12 instruction to higher education (Makransky et al, 2019aJones, 2018;Luo et al, 2021) to professional training in industrial contexts (Butussi & Chittaro, 2018;Chittaro & Buttussi, 2015;Muller Queiroz et al, 2018;Tang et al, 2020).…”

Investigating the Feasibility of Virtual Reality (VR) for Teaching Cardiac Morphology

“…Likert-scale type questionnaires are common for understanding the early feasibility of VR, and have been widely reported in similar studies focused on evaluating participant response to 3D technologies [12,13]. Feedback form structure varies greatly between studies; however, questions related to 'ease of use' and perceived 'gained knowledge' are frequently included [14,15]. In order to minimise any disruption to the teaching programme, we devised three 5-point Likert scale questions.…”

“…Furthermore, the Likert-scale questions can be improved, by increasing the point range and adding more detail. For example, more specific questions may be included, such as 'I feel like I have more concentration when using VR training (rank 1-7)' [15]. This will help to better understand how and where VR yields the most improvements.…”