The Use of Virtual Reality in Podiatric Medical Education

Labovitz, Jonathan M.; Hubbard, Chandler

doi:10.1016/j.cpm.2019.12.008

Cited by 33 publications

(20 citation statements)

References 27 publications

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“…Another benefit is connected to safety issues. For example, a VR chemistry laboratory enables students to observe a wide range of dangerous reactions, such as combustion, explosions, and others, safely [124]. VR aims to link both real-world classrooms and online distance learning via a single platform.…”

Section: Virtual Realitymentioning

confidence: 99%

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

et al. 2021

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Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.

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Section: Virtual Realitymentioning

confidence: 99%

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

et al. 2021

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“…Технологии виртуальной реальности являются одним из примеров цифровых технологий, пока еще мало используемых в образовательном процессе. Они дают возможность тренировки и отработки конкретных навыков, особенно в тех сферах, где цена ошибки крайне велика: в управлении летательным аппаратом, при проведении хирургических операций, разминировании и т. д. Как показывают исследования, использование виртуальных операционных, например, для студентов-медиков, действительно, повышает уровень их мастерства и осознанности, дает возможность получить уникальный опыт сложных клинических случаев, решает проблему ограниченного доступа к тренировкам на трупах и делает обучение более массовым [19]. VR позволяют визуализировать и улучшать работу с МРТ, ЭЭГ, микродиализом и т. д.…”

Section: Pdmn620unclassified

Digital university: rethinking the model framework within stakeholder theory

Neborsky

Boguslavsky

Ladyzhets

et al. 2020

World of Science. Pedagogy and psychology

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The COVID-19 pandemic, which triggered an avalanche-like transition of universities to a remote work format, not only identified new conditions for organizing pedagogical and administrative processes in universities, but also updated the topic of digital technologies in research projects and publications. The framework of the “digital university” model, for the implementation of which the state provides subsidies, consists of four blocks: management systems based on data; digital educational technologies; individual educational trajectories; competence of the digital economy. In general, the development of a framework for a digital university model is aimed at solving specific problems that are fully justified, and their solution seems to be extremely necessary, but in a sense they can represent only the first stage in the development of a digital university as a phenomenon of a new era. The introduction of technological innovation into the ritualized practices of universities is, in fact, a response to past challenges. To rethink the framework of the model, its enrichment and refinement, the theory of stakeholders (stakeholders) was used. The main stakeholders are: the state; University management; administrative staff; teaching staff; researchers and laboratory assistants; educational support staff; technical staff; students; parents and legal representatives of students; applicants; parents and legal representatives of applicants; foreign universities and their representatives in the university administration; foreign faculty; foreign students, graduate students and doctoral students; employers; investors; mass media (primarily regional); public organizations. The needs of stakeholders are considered, as well as possible digital solutions. The article substantiates that the traditional use of a digital device without the actual use of innovative digital technologies does not make higher education digital in the literal sense of the word.

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“…In fact, since the 1990s, research has especially focused on the application of virtual simulation technology to medical education [ 7 , 8 , 9 , 10 , 11 , 12 ]. Currently, virtual simulation including virtual patient is helpful in pre-clinical education, which can now utilize 3D images to teach subjects such as anatomy and pathology [ 13 , 14 ], training for pediatric surgery and laparoscopy [ 15 , 16 ], bioethics [ 17 ], and tracheal intubation techniques [ 18 ]. The technology has already been applied in the virtual simulation of hearing and vision loss to enhance medical students’ empathy for elderly patients [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

The Utility of Virtual Patient Simulations for Clinical Reasoning Education

Watari

Tokuda²,

Owada

et al. 2020

IJERPH

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Virtual Patient Simulations (VPSs) have been cited as a novel learning strategy, but there is little evidence that VPSs yield improvements in clinical reasoning skills and medical knowledge. This study aimed to clarify the effectiveness of VPSs for improving clinical reasoning skills among medical students, and to compare improvements in knowledge or clinical reasoning skills relevant to specific clinical scenarios. We enrolled 210 fourth-year medical students in March 2017 and March 2018 to participate in a real-time pre-post experimental design conducted in a large lecture hall by using a clicker. A VPS program (®Body Interact, Portugal) was implemented for one two-hour class session using the same methodology during both years. A pre–post 20-item multiple-choice questionnaire (10 knowledge and 10 clinical reasoning items) was used to evaluate learning outcomes. A total of 169 students completed the program. Participants showed significant increases in average total post-test scores, both on knowledge items (pre-test: median = 5, mean = 4.78, 95% CI (4.55–5.01); post-test: median = 5, mean = 5.12, 95% CI (4.90–5.43); p-value = 0.003) and clinical reasoning items (pre-test: median = 5, mean = 5.3 95%, CI (4.98–5.58); post-test: median = 8, mean = 7.81, 95% CI (7.57–8.05); p-value < 0.001). Thus, VPS programs could help medical students improve their clinical decision-making skills without lecturer supervision.

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The Use of Virtual Reality in Podiatric Medical Education

Cited by 33 publications

References 27 publications

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

Digital university: rethinking the model framework within stakeholder theory

The Utility of Virtual Patient Simulations for Clinical Reasoning Education

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