Exploring factors that affect learning process of high achievers and low achievers and the role of medical teachers

Shrivastava, SaurabhRamBihariLal; Shrivastava, PrateekSaurabh

doi:10.4103/kleuhsj.kleuhsj_534_22

Cited by 1 publication

(2 citation statements)

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“…Student learning efficacy in medical education is affected by a broad spectrum of factors, including learning experiences, assessment efficacy, emotional and socioenvironmental influences, organizational dynamics, and educational content relevance. 36 , 37 , 38 Past studies in VR technology’s role in medical education highlight its varying effectiveness. Kim and Kim 39 in 2023 found that less immersive VR environments may enhance knowledge outcomes, while Huang et al 40 in 2016 noted the benefits of immersive and imaginative VR elements.…”

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confidence: 99%

“…Virtual Reality Training for Teaching Personal Protective Equipment Skills of learning outcomes in VR training. Student learning efficacy in medical education is affected by a broad spectrum of factors, including learning experiences, assessment efficacy, emotional and socioenvironmental influences, organizational dynamics, and educational content relevance [36][37][38]. Past studies in VR technology's role in medical education highlight its varying effectiveness.…”

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confidence: 99%

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Effectiveness of Virtual Reality Training in Teaching Personal Protective Equipment Skills

Tsukada,

Yasui,

Miyata

et al. 2024

JAMA Netw Open

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ImportanceTraining on the proper use of personal protective equipment (PPE) is critical for infection prevention among health care workers. Traditional methods, such as face-to-face and video-based training, can strain resources and present challenges.ObjectiveTo determine the effectiveness of 360° virtual reality (VR) training for PPE donning and doffing compared with face-to-face and video training in enhancing the PPE use skills of prospective health care practitioners.Design, Setting, and ParticipantsA blinded, prospective, and randomized noninferiority clinical trial was conducted from August to December 2021 at Teikyo University School of Medicine in Tokyo, Japan, with a mixed population of medical students. Participants were second- to fourth-year medicine, medical technology, or pharmacy students aged 20 years or older with no prior PPE training. Participants were randomized into 1 of 3 training groups (VR, face-to-face, or video) based on their enrollment order. An intention-to-treat analysis was conducted.InterventionA 30-minute lecture on PPE procedures was delivered to all participants before the training. After the lecture, the VR group trained with an immersive 360° VR tool, the face-to-face group trained with actual PPE, and the video group trained by watching video footage on a computer and a projector. After 3 days, a standardized practical skills test was administered.Main Outcomes and MeasuresThe primary outcome was the mean score on a 20-point practical skills test, and the secondary outcome was the percentage of correct execution.ResultsA total of 91 participants were recruited and randomized into 3 groups: VR (n = 30), face-to-face (n = 30), and video (n = 31) training. After excluding 1 participant due to illness, 90 participants (mean [SD] age, 24.2 [3.15] years; 54 males [60.0%]) completed the assessment. The mean (SD) scores were 17.70 (2.10) points for the VR group, 17.57 (2.45) points for the face-to-face group, and 15.87 (2.90) points for the video group. The VR group demonstrated no significant difference in performance from the face-to-face group. However, the VR group had significantly higher effectiveness than the video group (17.70 vs 15.87 points; P = .02).Conclusions and RelevanceResults of this trial indicate that VR training was as effective as face-to-face training in enhancing PPE donning and doffing skills and was superior to video training. The findings suggest that VR training is a viable resource-conserving training option.Trial RegistrationJapan Registry of Clinical Trials Identifier: jRCT103021029

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