The Effects of an Immersive Virtual Reality Application in First Person Point-of-View (IVRA-FPV) on The Learning and Generalized Performance of a Lumbar Puncture Medical Procedure

Ros, Maxime; Neuwirth, Lorenz S.; Ng, Sam; Debien, Blaise; Molinari, Nicolas; Gatto, F.; Lonjon, Nicolas

doi:10.1007/s11423-021-10003-w

Cited by 21 publications

(28 citation statements)

References 58 publications

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“…The current study's results corroborate the results of Ros et al (2021), in which students answered better to theoretical questions when they were taught by a teacher/instructor. Here, the teacher/ instructor explained the slides, whereas in the 180°video VR HMD, students/learners controlled their viewing of the slides and may have spent less time on some of the content.…”

Section: Their Assessed Vr Learning Outcomessupporting

confidence: 86%

“…Taken together, the participant sample population comprised a rather diverse and representative sample across a number of demographics typical of an undergraduate student sample population representative of learning about stereotaxic surgery, animal neuroscience, and VR. Additionally, one of the authors (M.R) consented to having their picture taken to demonstrate the student's/learner's 180°video VR HMD experience, consistent with prior reports (Ros et al, 2021).…”

Section: Participantssupporting

confidence: 58%

“…Andersen et al (2016) did not record in FPV, but Ros et al (2017) described a method to record the 3D FPV of an expert and subsequently displayed this experience within a VR environment, using a head-mounted display (HMD) to teach students/learners (Ros and Trives, 2020), thereby permitting the unique ability to add complementary pedagogical data within the rest of the environment (i.e., a blended learning environment). They showed that learners/students understood the material better, were able to answer practical questions more accurately, and could reproduce technical procedural skills with 65% less mistakes when using a VR HMD (Ros et al, 2021). They enhanced the student's/learner's experience as they were better able to answer practical questions over theoretical questions than a group learning from only a traditional lecture (Ros et al, 2021).…”

Section: The Effectiveness Of the Ivra Based On First Person Point-of-view Videomentioning

confidence: 97%

“…They showed that learners/students understood the material better, were able to answer practical questions more accurately, and could reproduce technical procedural skills with 65% less mistakes when using a VR HMD (Ros et al, 2021). They enhanced the student's/learner's experience as they were better able to answer practical questions over theoretical questions than a group learning from only a traditional lecture (Ros et al, 2021).…”

Section: The Effectiveness Of the Ivra Based On First Person Point-of-view Videomentioning

confidence: 97%

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Comparisons Between First Person Point-of-View 180° Video Virtual Reality Head-Mounted Display and 3D Video Computer Display in Teaching Undergraduate Neuroscience Students Stereotaxic Surgeries

Neuwirth

Ros²

2021

Front. Virtual Real.

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Introduction: Students interested in neuroscience surgical applications learn about stereotaxic surgery mostly through textbooks that introduce the concepts but lack sufficient details to provide students with applied learning skills related to biomedical research. The present study employed a novel pedagogical approach which used an immersive virtual reality (VR) alternative to teach students stereotaxic surgery procedures through the point of view (POV) of the neuroscientist conducting the research procedures.Methods: The study compared the 180° video virtual reality head-mounted display (180° video VR HMD) and the 3D video computer display groups to address the learning gaps created by textbooks that insufficiently teach stereotaxic surgery, by bringing students into the Revinax® Virtual Training Solutions educational instruction platform/technology. Following the VR experience, students were surveyed to determine their ratings of the learning content and comprehension of the material and how it compared to a traditional lecture, an online/hybrid lecture, and YouTube/other video content, as well as whether they would have interest in such a pedagogical tool.Results: The 180° video VR HMD and the 3D video computer display groups helped students attend to and learn the material equally, it improved their self-study, and they would recommend that their college/university invest in this type of pedagogy. Students reported that both interventions increased their rate of learning, their retention of the material, and its translatability. Students equally preferred both interventions over traditional lectures, online/hybrid courses, textbooks, and YouTube/other video content to learn stereotaxic surgery.Conclusion: Students preferred to learn in and achieve greater learning outcomes from both the 180° video VR HMD and the 3D video computer display over other pedagogical instructional formats and thought that it would be a more humane alternative to show how to conduct the stereotaxic surgical procedure without having to unnecessarily use/practice and/or demonstrate on an animal. Thus, this pedagogical approach facilitated their learning in a manner that was consistent with the 3-Rs in animal research and ethics. The 180° video VR HMD and the 3D video computer display can be a low-cost and effective pedagogical option for distance/remote learning content for students as we get through the COVID-19 pandemic or for future alternative online/hybrid classroom instruction to develop skills/reskill/upskill in relation to neuroscience techniques.

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Section: Their Assessed Vr Learning Outcomessupporting

confidence: 86%

Section: Participantssupporting

confidence: 58%

Section: The Effectiveness Of the Ivra Based On First Person Point-of-view Videomentioning

confidence: 97%

Section: The Effectiveness Of the Ivra Based On First Person Point-of-view Videomentioning

confidence: 97%

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Comparisons Between First Person Point-of-View 180° Video Virtual Reality Head-Mounted Display and 3D Video Computer Display in Teaching Undergraduate Neuroscience Students Stereotaxic Surgeries

Neuwirth

Ros²

2021

Front. Virtual Real.

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“…Ros et al developed a 3D LP that increased success in performing LP procedure on a simulator compared to a regular lecture [ 34 ]. Students trained with VR displayed reduced latency and made fewer technical errors when performing the LP on the mannequin.…”

Section: Discussionmentioning

confidence: 99%

Using virtual reality in lumbar puncture training improves students learning experience

et al. 2022

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Background Lumbar puncture (LP) is a commonly performed medical procedure in a wide range of indications. Virtual reality (VR) provides a stimulating, safe and efficient learning environment. We report the design and the evaluation of a three dimensions (3D) video for LP training. Methods We recorded a stereoscopic 180-degrees 3D video from two LPs performed in clinical settings in Fernand Widal Lariboisière University Hospital, Paris, France. The video was administered to third-year medical students as well as to a residents and attendings group during LP simulation-based training sessions. Results On 168 participants (108 novice third-year medical students, and 60 residents and attendings with prior LP experience), satisfaction after video exposure was high (rated 4.7 ± 0.6 on a 5-point scale). No significant discomfort was reported (comfort score graded 4.5 ± 0.8 on 5). LP-naive students displayed higher satisfaction and perceived benefit than users with prior LP experience (overall, P < 0.05). Trainees evaluated favorably the 3D feature and supported the development of similar tutorials for other medical procedures (respectively, 3.9 ± 1.1 and 4.4 ± 0.9 on 5). Conclusion We report our experience with a 3D video for LP training. VR support could increase knowledge retention and skill acquisition in association to LP simulation training.

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Recommendation for consideration of virtual options for teaching procedural skills

Comp

Courtley

Kiel

2022

AEM Education and Training

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The Effects of an Immersive Virtual Reality Application in First Person Point-of-View (IVRA-FPV) on The Learning and Generalized Performance of a Lumbar Puncture Medical Procedure

Cited by 21 publications

References 58 publications

Comparisons Between First Person Point-of-View 180° Video Virtual Reality Head-Mounted Display and 3D Video Computer Display in Teaching Undergraduate Neuroscience Students Stereotaxic Surgeries

Comparisons Between First Person Point-of-View 180° Video Virtual Reality Head-Mounted Display and 3D Video Computer Display in Teaching Undergraduate Neuroscience Students Stereotaxic Surgeries

Using virtual reality in lumbar puncture training improves students learning experience

Recommendation for consideration of virtual options for teaching procedural skills

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