Operating Room Virtual Reality Immersion Improves Self-Efficacy Amongst Preclinical Physician Assistant Students

Francis, Erika; Bernard, Stephanie A.; Nowak, Morgan L.; Daniel, Sarah R.; Bernard, Johnathan A.

doi:10.1016/j.jsurg.2020.02.013

Cited by 39 publications

(41 citation statements)

References 19 publications

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“…In addition, there is no pressure to succeed when practicing in VR. VR exercises also improve professional self-confidence [ 4 , 12 ]. As mentioned above, these active teaching methods have been shown to be more effective than passive ones [ 13 ].…”

Section: Discussionmentioning

confidence: 99%

The impact of teacher’s presence on learning basic surgical tasks with virtual reality headset among medical students

Ojala

Sirola

Nykopp³

et al. 2022

Medical Education Online

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Background The aim of this study was to investigate whether the presence of a teacher affects learning related outcomes in teaching basic surgical tasks with a Virtual Reality (VR) headset. Methods 26 fourth-year medical studentsparticipated in a voluntary exercise. Students practiced basic surgical procedure exercises using the VR4HEALTHCARE application in VR with OCULUS Rift S glasses. 12 students performed the exercises under the guidance of a teacher and 14 without the teacher present. After the exercise, the groups filled out a feedback form. Statistical analysis was performed using IBM SPSS Statistics 25.0 software using the Mann-Whitney U test and multivariate analysis of variance. Results The most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0–10 (0 = worst, 10 = best). When the teacher was present, on average, the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8, and when the teacher was not present 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also analyzed specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. Discussion When a teacher was present VR added value to teaching and the usefulness and usability of VR was experienced more positively. The student should also have adequate knowledge of the subject to be taught before VR training. Conclusions VR adds value to teaching, but VR exercises may not completely replace high-quality traditional teaching methods. Consequently, it is important to determine the differences between VR and traditional teaching methods and how to combine these methods in the future.

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Section: Discussionmentioning

confidence: 99%

The impact of teacher’s presence on learning basic surgical tasks with virtual reality headset among medical students

Ojala

Sirola

Nykopp³

et al. 2022

Medical Education Online

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“…Supporting this argument, this research also found that applying virtual reality-based learning media increases the individual's level of ethical efficacy by improving their self-efficacy. This provides empirical evidence that VR enhances ethical efficacy in the field of ethics education, as in the field of training negotiations ( Ding et al, 2020 ), in the field of surgical training ( Francis et al, 2020 ), and in the field of athletic education ( Wang & Hu, 2017 ).…”

Section: Conclusion Limitations Discussion and Implicationsmentioning

confidence: 99%

“…VR makes it possible to re-create the real world as it is or to create a whole new world, providing experiences that can help people to understand concepts and learn to do certain tasks, where they can be repeated as often as needed and in a safe environment ( Yusoff, Zulkifli, & Mohamed, 2011 ). Examples of the use of VR are for training for surgeons ( Francis, Bernard, Nowak, Daniel, & Bernard, 2020 ), firefighters ( Çakiroglu & Gökoglu, 2019 ), negotiation training ( Ding, Brinkman, & Neerincx, 2020 ), and health care training ( Chow et al, 2017 ). In a VR-based learning environment, the learning experience in skills training is obtained by providing a virtual environment that is similar to real-life situations ( Huang, Rauch, & Liaw, 2010 ; Yusoff et al, 2011 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Wang and Hu (2017) found that applying virtual reality to adventure athletic education increased students' self-efficacy and team cohesiveness. Francis et al (2020) tested the use of VR for surgery training for surgeons. The results showed that students who received VR-based surgical surgery training demonstrated a significant improvement in their self-efficacy compared to students that did not receive VR.…”

Section: Literature Reviewmentioning

confidence: 99%

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A new way of teaching business ethics: The evaluation of virtual reality-based learning media

Sholihin

Sari

Yuniarti

et al. 2020

The International Journal of Management Education

106

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“…Testing of hypothesis was carried out using analysis of variance (ANOVA). The model in equation ( 1), modified from Francis et al (2020), is used to test the following hypothesis:…”

Section: Hypothesis Testingmentioning

confidence: 99%

Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial socialization for young learners

Sari

Fatimah

Ilyana

et al. 2021

IMEFM

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Purpose This study aims to examine financial socialization based on augmented reality (AR) technology for elementary school students, which it is hoped will improve their sharia financial knowledge. Design/methodology/approach The experimental method with pre- and post-test and control groups was used to test the improvement in the young learners’ sharia financial knowledge. This study used AR for sharia financial socialization on elementary school students and focused on sharia’s basic concepts, which include earning money, balanced spending, borrowing, saving, investment, payment methods, financial technology and the concept of protection. Findings This study finds empirical evidence that the treatment group, who received sharia financial socialization via the AR media, increased their sharia financial knowledge to a greater extent than the control group did. Research limitations/implications This study provides encouraging evidence about the potential of sharia financial education for elementary school students using the appropriate learning strategies and media. The weakness in this study is that it was only carried out in one elementary school, with the children of middle- to upper-income parents. Further research should be undertaken at several schools with the children of parents with different income levels. Practical implications A shift in learning styles from verbal or visual to virtual encourages the use of AR-based learning media. Financial concepts can be abstract ones, and AR-based learning media is able to present intangible virtual elements so they become more concrete and tangible. Social implications The global COVID-19 pandemic has affected all aspects. One of the most severe and likely to be multiyear ahead is the financial aspect. Therefore, this research is expected to be a preparation for the younger generation as early as possible to strengthen social benefits in order to improve sharia financial literacy. Originality/value Research into the financial literacy, especially sharia financial literacy aimed at elementary school students, is still very limited. The teaching of financial literacy will be more effective if educators use the appropriate strategies and media. This study used financial socialization strategies and AR learning media that are aligned with the learning styles of young learners.

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Operating Room Virtual Reality Immersion Improves Self-Efficacy Amongst Preclinical Physician Assistant Students

Cited by 39 publications

References 19 publications

The impact of teacher’s presence on learning basic surgical tasks with virtual reality headset among medical students

The impact of teacher’s presence on learning basic surgical tasks with virtual reality headset among medical students

A new way of teaching business ethics: The evaluation of virtual reality-based learning media

Augmented reality (AR)-based sharia financial literacy system (AR-SFLS): a new approach to virtual sharia financial socialization for young learners

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