Virtual and augmented reality in critical care medicine: the patient’s, clinician’s, and researcher’s perspective

Abstract

Virtual reality (VR) and augmented reality (AR) are aspiring, new technologies with increasing use in critical care medicine. While VR fully immerses the user into a virtual three-dimensional space, AR adds overlaid virtual elements into a real-world environment. VR and AR offer great potential to improve critical care medicine for patients, relatives and health care providers. VR may help to ameliorate anxiety, stress, fear, and pain for the patient. It may assist patients in mobilisation and rehabilitation and can improve communication between all those involved in the patient’s care. AR can be an effective tool to support continuous education of intensive care medicine providers, and may complement traditional learning methods to acquire key practical competences such as central venous line placement, cardiopulmonary resuscitation, extracorporeal membrane oxygenation device management or endotracheal intubation. Currently, technical, human, and ethical challenges remain. The adaptation and integration of VR/AR modalities into useful clinical applications that can be used routinely on the ICU is challenging. Users may experience unwanted side effects (so-called “cybersickness”) during VR/AR sessions, which may limit its applicability. Furthermore, critically ill patients are one of the most vulnerable patient groups and warrant special ethical considerations if new technologies are to be introduced into their daily care. To date, most studies involving AR/VR in critical care medicine provide only a low level of evidence due to their research design. Here we summarise background information, current developments, and key considerations that should be taken into account for future scientific investigations in this field. Graphical abstract

Design and implementation of a 3D digestive teaching system based on virtual reality technology in modern medical education

“…The three-dimensional animated model shows medical students the digestive and absorption processes of corresponding drugs after entering the following the occurrence of various related diseases, thus transforming the written absorption and effects of various drugs into concrete dynamic through three-dimensional con gurations, giving medical students a more three-dimensional and intuitive impression of the mechanism of action of drugs, which is of great help for test-taking memory and clinical application [9] . This will be of great help in the memorization of examinations and clinical applications.…”

Aktuelles aus der Kommunikation in der Intensivmedizin

“…Vereinzelt werden Anwendungsgebiete für Virtual Reality (VR) bei Schwerkranken auf der Intensivstation beschrieben. So konnten durch den Einsatz von Entspannungstechniken oder Hypnose mittels VR positive Auswirkungen bei der Reduktion von Stress, Angst und Delir erreicht werden [8]. Neben dem unterstützenden Einsatz in der Schmerztherapie sind für VR weitere Einsatzgebiete im Rahmen der neurokognitiven Stimulation oder der physischen Rehabilitation denkbar [8].…”

“…So konnten durch den Einsatz von Entspannungstechniken oder Hypnose mittels VR positive Auswirkungen bei der Reduktion von Stress, Angst und Delir erreicht werden [8]. Neben dem unterstützenden Einsatz in der Schmerztherapie sind für VR weitere Einsatzgebiete im Rahmen der neurokognitiven Stimulation oder der physischen Rehabilitation denkbar [8]. Auch im Rahmen einer Entspannungstherapiesowohl für Angehörige als auch für Teammitgliederwurde VR bereits als Hilfsmittel eingesetzt.…”

Creating a smart classroom in intensive care using assisted reality technology

“…This is distinct from virtual reality, which immerses a user in a virtual three-dimensional space and augmented reality, which enhances the real-world environment with overlaid virtual elements. 7 This pilot study aimed to assess the feasibility of using a wearable headset with assisted reality technology to live stream intensive care teaching to remotely based medical students and create a unique smart classroom environment. 8 Our objectives were to assess both the student and educators' learning experiences and perspectives on the feasibility and practicality of smart classrooms in intensive care.…”