Virtual reality environments for health professional education

Saxena, Nakul; Kyaw, Bhone Myint; Všetečková, Jitka; Dev, Parvati; Paul, Pradeep; Lim, Kenneth Teck Kiat; Kononowicz, Andrzej A.; Masiello, İtalo; Car, Lorainne Tudor; Nikolaou, Charoula Konstantia; Zary, Nabil; Car, Josip

doi:10.1002/14651858.cd012090

Cited by 25 publications

(22 citation statements)

References 20 publications

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“…REALIDAD VIRTUAL Y GAMIFICACIÓN EN LA EDUCACIÓN La selección del software educativo, está dada por considerarse una herramienta tecnológica muy utilizada en la educación actual [4], desde lo institucional hasta el aula, buscando el uso apropiado de la misma. La simulación en entornos virtuales es otro instrumento poderoso para situar a los estudiantes en escenarios "prácticos" que no se pueden acceder en la realidad [5]. Los entornos virtuales son mundos autónomos e intercomunicados que interactúan con un usuario que también se encuentra dentro de la computadora.…”

Section: IIIunclassified

Implementación de un laboratorio virtual inmersivo de astronomía usando técnicas de ""gamification"" dirigido a alumnos de secundaria

Sharhorodska¹

2019

Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation

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Peruvian education is at an important moment of transformation and development in order to improve the indicators that measure the quality of education in the sciences worldwide (mathematics, physics, chemistry, astronomy). To achieve this goal, it is essential to strengthen the preparation of both teachers and students in the use of educational tools and information and knowledge technologies (ITK) which, in the 21st century, are already an unavoidable priority for the system Peruvian education and Arequipa in particular. The National University of San Augustin (UNSA), in Arequipa, imposed of all these challenges undertakes the development of a project that integrates the university and the school in a common task-to promote the interest of the students in the sciences, for it is necessary change the perception of these subjects as boring and not very understandable to interesting and fascinating courses. All this is possible by changing the model of the teaching and learning process and using the technology we have at our fingertips-cell phones, where virtual worlds can be created, which allow us to explain complex and abstract concepts in an illustrative and novel way. achieve the motivation and learning of students in the area of astronomy in case of our project. Mobile devices, 3D modeling of virtual reality (VR) and the use of gamification techniques are some of the educational innovation tools that can help in this process and that are part of the research project that exposes in this work its first results The experience that is presented is developed by the professors, university students and other actors, they are a convincing sample of the changes that want to be achieved in the UNSA and simultaneously the great challenges that still have to be faced for the educational improvement to which the university education aspires.

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Section: IIIunclassified

Implementación de un laboratorio virtual inmersivo de astronomía usando técnicas de ""gamification"" dirigido a alumnos de secundaria

Sharhorodska¹

2019

Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation

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“…In the early 1990s, surgeons began exploring VR to visualize and plan for complex operations. 10 Since then, use of VR has increased in all areas of medicine, 11,12,13,14 although such systems are still relatively rudimentary. However, driven by the formidable videogame industry, VR systems are rapidly achieving the ability to accurately emulate reality (fidelity).…”

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confidence: 99%

Ethics of Virtual Reality in Medical Education and Licensure

Iserson¹

2018

Camb Q Healthc Ethics

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“…These can also be used in MRI data mining and to delineate correlations of brain findings with vision changes using complex and custom made analytical software. A particularly useful aspect is the ability of the virtual environment to support multiple users simultaneously which can be used to promote interactive and collaborative learning in optometry and other health sciences [40,41,42]. Wider usage of virtual reality techniques may help to enhance the learners’ initiatives to study as compared to a purely teacher initiated learning.…”

Section: Ict Categories With Potential Educational Value In Optometrymentioning

confidence: 99%

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice

Gupta

2016

Healthcare

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Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines.

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Virtual reality environments for health professional education

Abstract: Virtual reality environments for health professional education (Protocol). Cochrane Database of Systematic Reviews(Issue 2), article no. CD012090. For guidance on citations see FAQs.

Cited by 25 publications

References 20 publications

Implementación de un laboratorio virtual inmersivo de astronomía usando técnicas de ""gamification"" dirigido a alumnos de secundaria

Implementación de un laboratorio virtual inmersivo de astronomía usando técnicas de ""gamification"" dirigido a alumnos de secundaria

Ethics of Virtual Reality in Medical Education and Licensure

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice

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