Design, Realization, and First Validation of an Immersive Web-Based Virtual Patient Simulator for Training Clinical Decisions in Surgery

Kleinert, Robert; Heiermann, N.; Wahba, Roger; Chang, De-Huan; Hölscher, Arnulf H.; Stippel, Dirk L.

doi:10.1016/j.jsurg.2015.05.009

Cited by 28 publications

(21 citation statements)

References 22 publications

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“…Of the 114 papers, 69 (60.5%) concerned surgical VR simulators [ 36 , 37 , 42 , 46 , 47 , 51 , 53 , 55 - 57 , 59 , 66 , 67 , 73 - 75 , 79 , 81 - 84 , 86 , 88 , 90 - 94 , 96 , 98 - 100 , 103 , 105 , 107 - 138 ], 20 (17.5%) used virtual worlds or virtual environments [ 39 - 41 , 43 , 44 , 48 , 50 , 58 , 69 , 70 , 76 - 78 , 101 , 139 - 145 ], 15 (13.2%) used 3D anatomical models, 4 (3.5%) used virtual dissection tables [ 9 , 62 , 97 , 127 , 146 ], 4 (3.5%) used mobile VR [ 14 , 63 , 65 , 147 ], 1 (0.9%) examined the use of a virtual palpation simulator, and 1 (0.9%) used a virtual ultrasound simulator ( Figure 3 ).…”

Section: Resultsmentioning

confidence: 99%

Virtual Reality in Medical Students’ Education: Scoping Review

Jiang¹,

Vimalesvaran²,

Wang³

et al. 2022

JMIR Med Educ

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Background Virtual reality (VR) produces a virtual manifestation of the real world and has been shown to be useful as a digital education modality. As VR encompasses different modalities, tools, and applications, there is a need to explore how VR has been used in medical education. Objective The objective of this scoping review is to map existing research on the use of VR in undergraduate medical education and to identify areas of future research. Methods We performed a search of 4 bibliographic databases in December 2020. Data were extracted using a standardized data extraction form. The study was conducted according to the Joanna Briggs Institute methodology for scoping reviews and reported in line with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Results Of the 114 included studies, 69 (60.5%) reported the use of commercially available surgical VR simulators. Other VR modalities included 3D models (15/114, 13.2%) and virtual worlds (20/114, 17.5%), which were mainly used for anatomy education. Most of the VR modalities included were semi-immersive (68/114, 59.6%) and were of high interactivity (79/114, 69.3%). There is limited evidence on the use of more novel VR modalities, such as mobile VR and virtual dissection tables (8/114, 7%), as well as the use of VR for nonsurgical and nonpsychomotor skills training (20/114, 17.5%) or in a group setting (16/114, 14%). Only 2.6% (3/114) of the studies reported the use of conceptual frameworks or theories in the design of VR. Conclusions Despite the extensive research available on VR in medical education, there continue to be important gaps in the evidence. Future studies should explore the use of VR for the development of nonpsychomotor skills and in areas other than surgery and anatomy. International Registered Report Identifier (IRRID) RR2-10.1136/bmjopen-2020-046986

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Section: Resultsmentioning

confidence: 99%

Virtual Reality in Medical Students’ Education: Scoping Review

Jiang¹,

Vimalesvaran²,

Wang³

et al. 2022

JMIR Med Educ

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“…The availability of serious games for clinical education is limited [15]. Commercial development of such a high-fidelity project is resource intensive [16], which may require subsidies because development outlay would necessitate high levels of sales to achieve profitability. In addition to technical quality, the success of serious games strongly depends on the amount of curricular content available [15].…”

Section: Introductionmentioning

confidence: 99%

Serious Games in Surgical Medical Education: A Virtual Emergency Department as a Tool for Teaching Clinical Reasoning to Medical Students

Chon¹,

Timmermann²,

Dratsch³

et al. 2019

JMIR Serious Games

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BackgroundSerious games enable the simulation of daily working practices and constitute a potential tool for teaching both declarative and procedural knowledge. The availability of educational serious games offering a high-fidelity, three-dimensional environment in combination with profound medical background is limited, and most published studies have assessed student satisfaction rather than learning outcome as a function of game use.ObjectiveThis study aimed to test the effect of a serious game simulating an emergency department (“EMERGE”) on students’ declarative and procedural knowledge, as well as their satisfaction with the serious game.MethodsThis nonrandomized trial was performed at the Department of General, Visceral and Cancer Surgery at University Hospital Cologne, Germany. A total of 140 medical students in the clinical part of their training (5th to 12th semester) self-selected to participate in this experimental study. Declarative knowledge (measured with 20 multiple choice questions) and procedural knowledge (measured with written questions derived from an Objective Structured Clinical Examination station) were assessed before and after working with EMERGE. Students’ impression of the effectiveness and applicability of EMERGE were measured on a 6-point Likert scale.ResultsA pretest-posttest comparison yielded a significant increase in declarative knowledge. The percentage of correct answers to multiple choice questions increased from before (mean 60.4, SD 16.6) to after (mean 76.0, SD 11.6) playing EMERGE (P<.001). The effect on declarative knowledge was larger in students in lower semesters than in students in higher semesters (P<.001). Additionally, students’ overall impression of EMERGE was positive.ConclusionsStudents self-selecting to use a serious game in addition to formal teaching gain declarative and procedural knowledge.

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“… 1 Along with advances in Internet and computer technology, new challenging and interactive teaching methods, like e-learning and simulation-based learning, have been developed and implemented in medical education. 2 , 3 However, the learning benefits of these new technologies are often overlooked and not always well evaluated by the stakeholders. 4 , 5 Furthermore, little is known about their effectiveness in terms of knowledge understanding and retention.…”

Section: Introductionmentioning

confidence: 99%

Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case

Courteille

Fahlstedt

et al. 2018

Int J Med Educ

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ObjectivesTo compare medical students’ and residents’ knowledge retention of assessment, diagnosis and treatment procedures, as well as a learning experience, of patients with spinal trauma after training with either a Virtual Patient case or a video-recorded traditional lecture. MethodsA total of 170 volunteers (85 medical students and 85 residents in orthopedic surgery) were randomly allocated (stratified for student/resident and gender) to either a video-recorded standard lecture or a Virtual Patient-based training session where they interactively assessed a clinical case portraying a motorcycle accident. The knowledge retention was assessed by a test immediately following the educational intervention and repeated after a minimum of 2 months. Participants’ learning experiences were evaluated with exit questionnaires. A repeated-measures analysis of variance was applied on knowledge scores. A total of 81% (n = 138) of the participants completed both tests. ResultsThere was a small but significant decline in first and second test results for both groups (F(1, 135) = 18.154, p = 0.00). However, no significant differences in short-term and long-term knowledge retention were observed between the two teaching methods. The Virtual Patient group reported higher learning experience levels in engagement, stimulation, general perception, and expectations. ConclusionsParticipants’ levels engagement were reported in favor of the VP format. Similar knowledge retention was achieved through either a Virtual Patient or a recorded lecture.

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Design, Realization, and First Validation of an Immersive Web-Based Virtual Patient Simulator for Training Clinical Decisions in Surgery

Cited by 28 publications

References 22 publications

Virtual Reality in Medical Students’ Education: Scoping Review

Virtual Reality in Medical Students’ Education: Scoping Review

Serious Games in Surgical Medical Education: A Virtual Emergency Department as a Tool for Teaching Clinical Reasoning to Medical Students

Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case

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