Application of virtual simulation in clinical skills and operation courses

Wang, Li; Zhang, Han; Xie, Hongxiang

doi:10.3389/fmed.2023.1184392

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…Students who used the virtual microbiology laboratory had a greater understanding of microbiology concepts, demonstrated proficiency and better performance 2 . Virtual simulation operation was a teaching tool found effective in teaching clinical skills as well and garnered positive response from the students 48 . Immersive virtual reality could enable surgical skills acquistion comparitive to the cadaver laboratory in orthopaedic residents while significantly reducing cost 49 .…”

Section: Discussionmentioning

confidence: 99%

“…With familiarity, students would be able to use the VR laboratories to their maximum potential to complement their learning. While most of the feedback on VR platforms for skills training is positive, students have still indicated that they would like to practice on real patients and real animals 48 , 49 . One reason for this is the lack of a realistic feeling and engagement.…”

Section: Discussionmentioning

confidence: 99%

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A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills

Chitra,

Mubin,

Nadarajah

et al. 2024

Sci Rep

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Virtual Reality (VR) laboratories are a new pedagogical approach to support psychomotor skills development in undergraduate programmes to achieve practical competency. VR laboratories are successfully used to carry out virtual experiments in science courses and for clinical skills training in professional courses. This paper describes the development and evaluation of a VR-based microbiology laboratory on Head-Mounted Display (HMD) for undergraduate students. Student and faculty perceptions and expectations were collected to incorporate into the laboratory design. An interactive 3-dimensional VR laboratory with a 360° view was developed simulating our physical laboratory setup. The laboratory environment was created using Unity with the (created) necessary assets and 3D models. The virtual laboratory was designed to replicate the physical laboratory environment as suggested by the students and faculty. In this VR laboratory, six microbiology experiments on Gram staining, bacterial streaking, bacterial motility, catalase test, oxidase test and biochemical tests were placed on the virtual platform. First-year biomedical science students were recruited to evaluate the VR laboratory. Students’ perception of the virtual laboratory was positive and encouraging. About 70% of the students expressed they felt safe using the VR laboratory and that it was engaging. They felt that the VR laboratory provided an immersive learning experience. They appreciated that they could repeat each experiment multiple times without worrying about mistakes or mishaps. They could personalise their learning by concentrating on the specific experiments. Our in-house VR-based microbiology laboratory was later extended to other health professions programmes teaching microbiology.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills

Chitra,

Mubin,

Nadarajah

et al. 2024

Sci Rep

View full text Add to dashboard Cite

show abstract

The application effect of the segmented teaching method in training medical students on clinical practice skills

Liu,

Ren,

Luo

et al. 2024

BMC Med Educ

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The application effect of the segmented teaching method in training medical students on clinical practice skills

Liu,

Ren,

Luo

et al. 2024

Preprint

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The surgical clinical practice skill training is an important part of medical undergraduate education. Surgical skills are complex and difficult to master. However, the traditional teaching method has some disadvantages, for example, the form is stereotyped and monotonous, the content is dull and boring. We innovatively put forward the segmented teaching method. In the segmented teaching method, the theoretical knowledge and operation steps were divided into three stages: pre-operation, during operation, and post-operation. The theoretical knowledge was explained in stages, the operation was segmented, the training was segmented, the timing was segmented, the comment was segmented, and the overall reinforcement was finally achieved. The results of debridement and suture practice training show that this teaching model can improve the clinical practice ability of medical students, and can achieve good training effect in the surgical clinical practice skill training.

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Application of virtual simulation in clinical skills and operation courses

Cited by 3 publications

References 17 publications

A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills

A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills

The application effect of the segmented teaching method in training medical students on clinical practice skills

The application effect of the segmented teaching method in training medical students on clinical practice skills

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