Use of virtual reality compared to the role-playing methodology in basic life support training: a two-arm pilot community-based randomised trial

Abstract

Introduction Virtual reality (VR) is a technology that allows us to replace our real environment with one created with digital media. This technology is increasingly used in the training of healthcare professionals, and previous studies show that the involvement and motivation of students who participate in activities that use VR increases compared to those who undergo training with the traditional methodology. The main aim of the study is to evaluate the learning curve of the students using a VR environment, to evaluate the satisfaction with the training activity and the cost, and to compare them with training that uses role-playing methodology. Methodology Two-arm community-based randomised trial. The control arm will base the training on the usual role-playing methodology. The second arm or intervention arm will base the Basic Life Support (BLS) training on a VR programme. Results Statistically significant differences are observed in the percentage of correct answers in favour of the group that used VR as a learning methodology in the test taken at the end of the course. These differences disappear when comparing the results of the test performed at six months. The satisfaction rating of the role-playing training activity has a score of 9.37 out of a total of 10 and satisfaction with the VR methodology has a score of 9.72. The cost analysis shows that the cost of training a student by role-playing is 32.5 euros and, if trained by VR, it is 41.6 euros. Conclusions VR is a tool that allows the consolidation of a greater amount of knowledge in the short term and can be used for situations such as pandemics, where traditional formats are not available. In relation to student satisfaction with the training activity, the rating in both groups is very high and the differences are minimal. The results will be directly applicable to the decision making of BLS training in Central Catalonia in relation to the scheduling of training activities that use the VR methodology in an uncertain environment.

Learning technology in health professions education: Realising an (un)imagined future

“…80,81 Finally, we saw examples of virtual reality (VR) and augmented reality (AR), newer digital innovations, in substitutional changes to teaching and learning. [82][83][84] One hundred forty-four articles used technology to augment, or add to, the current teaching methods, giving extra opportunities for learning. Technologies used included social media, 51 virtual reality, 85 game-based learning [86][87][88][89] and mobile or web-based activities.…”

“…Other areas where substitution took place included the development of electronic Objective Structured Clinical Examinations (eOSCES) 31,32,35,36,79 and learning resources such as ebooks 80,81 . Finally, we saw examples of virtual reality (VR) and augmented reality (AR), newer digital innovations, in substitutional changes to teaching and learning 82–84 …”

Comparison of virtual clinical scenario and role play in learning oral pathology among dental students

“…Conversely, in a previous study, third-year undergraduate dental students participated in role play sessions within the classroom and students in virtual media group were allowed to access materials outside the classroom at their discretion and convenience [ 19 ]. Pedrosa et al showed significantly greater scores among trainees in virtual reality compared to role play in basic life support (BLS) training [ 21 ]. This difference is likely due to the self-training strategy in virtual reality compared to traditional role playing simulation among health professionals in BLS training.…”

Virtual reality in simulation-based emergency skills training: A systematic review with a narrative synthesis

“… 12 Disadvantages of traditional simulation include: high-cost, large space requirement, facilitator expertise requirement, ethical issues in human or animal tissue use, and difficulty in, or high-cost of, repeating the educational experience. 13 , 14 , 15 , 16 …”