Cardiopulmonary Resuscitation Training by Avatars: A Qualitative Study of Medical Students’ Experiences Using a Multiplayer Virtual World

Creutzfeldt, Johan; Hedman, Leif; Felländer‐Tsai, Li

doi:10.2196/games.6448

Cited by 41 publications

(34 citation statements)

References 34 publications

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“…For example, VR can be used to train clinicians in complex procedures such as transvenous lead extraction, is effective in cardiopulmonary resuscitation training, can improve communication skills, enhance critical thinking and improve clinical decision making. [15][16][17][18][19] VR has also been favourably tested against physical simulation. In one paper, 84 nursing students were randomised to either a virtual or physical nursing simulation.…”

Section: Does Vr Simulation Work?mentioning

confidence: 99%

Virtual reality and the transformation of medical education

Pottle¹

2019

Future Healthcare Journal

501

290

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Author: A co-founder and chief medical officer, Oxford Medical Simulation , London, UK would do in real life, then providing feedback and debrief on performance. Simulation is effective in many domains and has been found to be 'superior to traditional clinical education, producing powerful educational interventions that yield immediate and lasting results.' 1 However, while simulation is becoming central to healthcare education, it requires significantly more resources than traditional education. At a time when healthcare systems and educational institutions globally are struggling with growing demands and limited budgets, additional resources are hard to come by.Fortunately, there has been a recent dramatic expansion in the ways in which we can deliver medical education. This has not only been through the internet and mobile devices, but through immersive technologies. These technologies -including augmented reality (AR) and virtual reality (VR) -can transform how we deliver educational experiences.VR in particular has been adopted across medical and nursing fields. VR involves the user putting on a VR headset to become completely immersed in an interactive virtual environment. When used with appropriate educational software, this allows the user to learn from experience in the virtual world. This paper outlines what VR is; its strengths, its weaknesses, the evidence behind it, its use in practice and where the future lies. What is virtual reality?VR is the use of software to create an immersive simulated environment. Unlike traditional user interfaces, to experience VR, users put on head-mounted display (HMD) which places the user inside an experience, where they can engage with the environment and virtual characters in a way that feels real. VR has a unique power, more than any other technology that has ever existed, to make users believe they are in a different environment. This allows them to learn from experience as they would do in real life. 2 This ability to deliver experiences on demand is where the power of VR lies. Screen-based learningConfusingly, screen-based learning has previously been referred to as 'virtual reality' in the medical literature. However, there is now an understanding that the value of virtual reality comes from immersion and the sense of presence -the feeling of 'being there' -that it generates. 3,4 As such, only VR that is immersive -using headsets that completely block out the real world -is now referred to as 'virtual reality'. Medical education is changing. Simulation is increasingly becoming a cornerstone of clinical training and, though effective, is resource intensive. With increasing pressures on budgets and standardisation, virtual reality (VR) is emerging as a new method of delivering simulation. VR offers benefits for learners and educators, delivering cost-effective, repeatable, standardised clinical training on demand. A large body of evidence supportsVR simulation in all industries, including healthcare. Though VR is not a panacea, it is a powerful educational tool fo...

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Section: Does Vr Simulation Work?mentioning

confidence: 99%

Virtual reality and the transformation of medical education

Pottle¹

2019

Future Healthcare Journal

501

290

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“…Although past studies have found that AV feedback can improve CPR quality (18), the additional application of the AR technology to overlay a holographic image of the circulatory system, which is responsive to the quality of CPR being performed, is novel. While studies have found that using immersive technologies similar to AR, such as virtual reality, can improve trainee experience and confidence, to our knowledge, no studies have linked these technologies with outcomes (19)(20)(21)(22).…”

Section: Discussionmentioning

confidence: 96%

A Pilot Study of CPR Quality Comparing an Augmented Reality Application vs. a Standard Audio-Visual Feedback Manikin

Leary

McGovern

Balian

et al. 2020

Front. Digit. Health

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Background: Guidelines-based cardiopulmonary resuscitation (CPR) during in-hospital cardiac arrest is a significant predictor of survival, yet the quality of healthcare provider (HCP) CPR (e.g., nurses, physicians etc.) has been shown to be poor. Studies have found that providing HCPs with simulated CPR refresher trainings can improve their CPR quality, however, no studies have compared the use of an augmented reality (AR) CPR refresher training with a standard audio-visual (AV) feedback manikin to improve HCP training.Objectives: In our pilot study, HCPs were randomized to a refresher CPR simulation training with either our AR CPR training application (CPReality) or a standard AV feedback manikin. All subjects completed 2 min of CPR on their respective CPR training modalities, followed by an additional 2 min post-simulation CPR evaluation with no feedback. We hypothesized that the AR CPR training application would confer improved CPR quality defined as chest compression rate and depth compared with the standard AV feedback training.Results: Between January 2019 and May 2019, 100 HCPs were enrolled (50 in the CPReality cohort and 50 in the standard AV manikin cohort). The mean chest compression (CC) rate for all subjects during the intervention was 118 ± 15 cpm, and CC depth was 50 ± 8; post-intervention the CC rate was 120 ± 13 and CC depth was 51 ± 8. The mean CC rate for those trained with CPReality was 121 ± 3 compared with the standard CPR manikin training which was 114 ± 1 cpm (p < 0.006); CC depth was 48 ± 1 mm vs. 52 ± 1 (p = 0.007), respectively. Post-simulation CPR quality with no feedback showed a mean CC rate for the CPReality application at 122 ± 15 cpm compared with the standard CPR manikin at 117 ± 11 cpm (p = 0.09); depth was 49 ± 8 mm vs. 52 ± 8 (p = 0.095), respectively. In the post-survey, 79% of CPReality subjects agreed that the AR application provided a realistic patient presence compared with 59% (p = 0.07) of subjects in the standard CPR manikin cohort. Leary et al. Comparing CPR Augmented Reality vs. Standard TrainingConclusions: In a randomized trial of an AR CPR training application compared with a standard CPR manikin training, the AR CPR application did not improve the quality of CPR performed during a CPR refresher training compared with the standard training in HCPs. Future studies should investigate the use of this and other digital technologies for CPR training and education.

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“…Lifesaver [61] HeartSaver [62] LISSA [63,64] FujiokaGame [65] LISSA Kinect [66,67] OakGame [68] MarchioriGame [69] LamboyGame [70] MVW [71][72][73][74][75][76][77][78] From the analized games, 95% were classified as digital and based on simulation. Only 19% of games have external hardware, these are the ones that allow the user to practice compression depth with a physical interface.…”

Section: Methodsmentioning

confidence: 99%

Gamifying Autonomous CPR Training

Santos

Sa-Couto

Vieira‐Marques

2019

2019 14th Iberian Conference on Information Systems and Technologies (CISTI)

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I want to thank everyone that in some way contributed to this work's development making it possible to finish. Special thanks to my supervisors, Dr. Pedro Marques and Dr. Carla Sá Couto, for all the help and sharing that they have provided me throughout this thesis development, and also for all demonstrated patience. To my parents and sister, for the provided loving support. I am eternally grateful for making all this possible. To my boyfriend, I want to show all my gratitude for encouraging me and help me take this to the very end. An enormous thank you to Raquel Marques and Abel Nicolau for collaborating with this project. Not to forget all my friends for supporting me whenever I needed. Would also like to thank professionals from Intermediate care Unit from Hospital de São João and students from Faculdade de Medicina da Universidade do Porto, that took part in the study. Finally, to the company I work with, STI Medical, that provided me flexibility with my working schedule allowing me to work on this thesis.

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Cardiopulmonary Resuscitation Training by Avatars: A Qualitative Study of Medical Students’ Experiences Using a Multiplayer Virtual World

Cited by 41 publications

References 34 publications

Virtual reality and the transformation of medical education

Virtual reality and the transformation of medical education

A Pilot Study of CPR Quality Comparing an Augmented Reality Application vs. a Standard Audio-Visual Feedback Manikin

Gamifying Autonomous CPR Training

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