Cardiopulmonary resuscitation training for high school students using an immersive 360‐degree virtual reality environment

Barsom, Esther Z.; Duijm, Ruben D.; Peute, Linda W. P.; Boom, E. B. Landman-van der; Lieshout, Erik Jan van; Jaspers, Monique W. M.; Schijven, Marlies P.

doi:10.1111/bjet.13025

Cited by 30 publications

(57 citation statements)

References 32 publications

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“…This immersive and realistic VR environment facilitates memorizing stepwise procedures more efficiently [ 25 ]. Additionally, our results showed that frequent practice and increased exposure in the CPVR-sim is valuable since it refreshes the knowledge and gives the clinician more confidence in taking the lead in future situations, which is in line with previous studies [ 8 , 9 , 12 , 13 ]. This is especially important in infrequent CPR cases with emergency resternotomy, which occurs only a few times per year.…”

Section: Discussionsupporting

confidence: 89%

“…However, the paucity of cardiac arrest after cardiac surgery limits the possibilities of clinical training for clinicians [ 8 ]. CPR training allows clinical staff to acquire theoretical knowledge on the protocol, together with the ability to physically perform the steps described within the protocol [ 9 ]. This is commonly taught in instructor-led training sessions, requiring multiple team members and resources [ 2 ].…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, VR can be used in a multiuser setting, allowing different users to be present in the same scenario while physically distanced [ 11 ]. Multiple studies have shown that simulation training effectively improves knowledge, confidence, motivation, and satisfaction with the training versus standard training methodology [ 8 , 9 , 12 , 13 ].…”

Section: Introductionmentioning

confidence: 99%

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Virtual Reality Simulation Training for Cardiopulmonary Resuscitation After Cardiac Surgery: Face and Content Validity Study

Sadeghi¹,

Peek²,

Max³

et al. 2022

JMIR Serious Games

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Background Cardiac arrest after cardiac surgery commonly has a reversible cause, where emergency resternotomy is often required for treatment, as recommended by international guidelines. We have developed a virtual reality (VR) simulation for training of cardiopulmonary resuscitation (CPR) and emergency resternotomy procedures after cardiac surgery, the Cardiopulmonary Resuscitation Virtual Reality Simulator (CPVR-sim). Two fictive clinical scenarios were used: one case of pulseless electrical activity (PEA) and a combined case of PEA and ventricular fibrillation. In this prospective study, we researched the face validity and content validity of the CPVR-sim. Objective We designed a prospective study to assess the feasibility and to establish the face and content validity of two clinical scenarios (shockable and nonshockable cardiac arrest) of the CPVR-sim partly divided into a group of novices and experts in performing CPR and emergency resternotomies in patients after cardiac surgery. Methods Clinicians (staff cardiothoracic surgeons, physicians, surgical residents, nurse practitioners, and medical students) participated in this study and performed two different scenarios, either PEA or combined PEA and ventricular fibrillation. All participants (N=41) performed a simulation and completed the questionnaire rating the simulator’s usefulness, satisfaction, ease of use, effectiveness, and immersiveness to assess face validity and content validity. Results Responses toward face validity and content validity were predominantly positive in both groups. Most participants in the PEA scenario (n=26, 87%) felt actively involved in the simulation, and 23 (77%) participants felt in charge of the situation. The participants thought it was easy to learn how to interact with the software (n=24, 80%) and thought that the software responded adequately (n=21, 70%). All 15 (100%) expert participants preferred VR training as an addition to conventional training. Moreover, 13 (87%) of the expert participants would recommend VR training to other colleagues, and 14 (93%) of the expert participants thought the CPVR-sim was a useful method to train for infrequent post–cardiac surgery emergencies requiring CPR. Additionally, 10 (91%) of the participants thought it was easy to move in the VR environment, and that the CPVR-sim responded adequately in this scenario. Conclusions We developed a proof-of-concept VR simulation for CPR training with two scenarios of a patient after cardiac surgery, which participants found was immersive and useful. By proving the face validity and content validity of the CPVR-sim, we present the first step toward a cardiothoracic surgery VR training platform.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Virtual Reality Simulation Training for Cardiopulmonary Resuscitation After Cardiac Surgery: Face and Content Validity Study

Sadeghi¹,

Peek²,

Max³

et al. 2022

JMIR Serious Games

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“…Future developments in virtual and augmented reality simulation technologies may soon help improve the provision of layperson CPR and AED training, and facilitate realistic refresher training on demand. 19. , 20.…”

mentioning

confidence: 99%

Paediatric defibrillation and the role of the layperson – Is it all in the voice?

Haskins

Bray

2022

Resuscitation Plus

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“…The students who used IVR also provided significantly higher cognitive, behavioural, emotional and social engagement ratings with respect to the science modules, as well as generally high usefulness and usability ratings of the IVR technology. Barsom et al (2020) investigated high school students' use of 360-degree video to learn cardiopulmonary resuscitation (CPR), finding that it led to significantly higher increase in theoretical CPR knowledge compared to a standard e-learning group as well as a significantly higher gain in knowledge relating to sequence of CPR steps. The immersive approach enabling the participants to explore the realistic environment in any direction aimed to overcome the gap between traditional classroom training and real-life application, to increase by-stander response during cardiac arrest.…”

mentioning

confidence: 99%

Immersive virtual reality in education

Bower

Jong²

2020

Brit J Educational Tech

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Introduction to the BJET special section on Immersive Virtual Reality in education Recently there has been a proliferation of affordable Immersive Virtual Reality (IVR) apps and hardware that has made the use of IVR in educational settings more accessible to students and teachers. Google Cardboard and other smartphone headsets means that IVR educational experiences can now be integrated into the classroom using free or low-cost learning apps. Commercial Head Mounted Displays (HMDs), Cave Automatic Virtual Environments (CAVEs) and all-in-one untethered IVR headsets such as Oculus Go ™ and Quest ™ provide other opportunities for students to experience IVR environments for the purposes of learning. However, research into the pedagogical application of IVR has not kept pace with technological developments or usage in educational contexts. That means educators and researchers do not have the evidence base they need to determine the "when," "why" and "how" of using IVR for learning and teaching. Accordingly, this special section for the British Journal of Educational Technology on Immersive Virtual Reality in Education (affectionately known as BJET IVRiE to the editorial team) called for analytical and critical research papers that could help provide a broader, deeper and more up-to-date understanding of IVR use in education. The initial call for paper proposals resulted in 46 high calibre abstracts, of which, 17 were invited to submit full papers. All of the invited submissions underwent BJET's rigorous blind peer review process, with over 40 field specialists from around the world agreeing to provide expert reviews. Of the 17 invited submissions, 13 were finally accepted for publication. The editorial team attributed this high acceptance rate to the initial call for abstracts, which allowed only the most robust and well-developed proposals to progress to submission. The high acceptance rate was also in part due to extensive work of the authors and reviewers, which in some cases involved four or five revisions before a paper was accepted. Overview of papers A wide variety of papers are included in the BJET IVRiE special section, focusing on different discipline areas, IVR technologies, levels of education and methods (see Table 1). This variety of papers enabled the special section to indeed address its aim of helping to provide comprehensive insight into the current state-of-the-art and science of IVR in education. Taken together, the papers offer broad insight into the benefits, pedagogies, relationships, methodologies and design issues relating to the use of IVR in education. Two systematic reviews are included in the special section. Wu, Yu, and Gu (2020) report on a meta-analysis investigating the effectiveness of IVR using HMDs on learning performance. Based on 35 recent randomised control and quasi-experimental studies incorporated into their analysis, they conclude that IVR approaches using HMDs are slightly more effective than non-immersive learning approaches. IVR using HMDs were found to have a greater impa...

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Cardiopulmonary resuscitation training for high school students using an immersive 360‐degree virtual reality environment

Cited by 30 publications

References 32 publications

Virtual Reality Simulation Training for Cardiopulmonary Resuscitation After Cardiac Surgery: Face and Content Validity Study

Virtual Reality Simulation Training for Cardiopulmonary Resuscitation After Cardiac Surgery: Face and Content Validity Study

Paediatric defibrillation and the role of the layperson – Is it all in the voice?

Immersive virtual reality in education

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