„Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial”

Author: Malte Issleib and others. 2021

https://sjtrem.biomedcentral.com/articles/10.1186/s13049-021-00836-y

Objective: Compare conventional CPR training with virtual reality (VR) training.

Results: CPR training using VR is a feasible and effective training method. However, for teaching technical skills, a classic training is still superior to a VR training. On the other hand, considering the overall learning gain, VR training is superior to the classic training in most items in a comparative self-assessment.

Future BLS course formats, consider incorporating VR into classic CPR training or vice versa to take advantage of both teaching techniques. Virtual reality and classical teaching methods can and should complement each other to achieve the best results.


„Nurse-Physician Communication Team Training in Virtual Reality Versus Live Simulations: Randomized Controlled Trial on Team Communication and Teamwork Attitudes”

Author: Liaw SY and others ; April 2020.

https://pubmed.ncbi.nlm.nih.gov/32267235/

Objective: This study aimed to evaluate a team training program using virtual reality vs conventional live simulations on medical and nursing students’ communication skill performances and teamwork attitudes.

Results:The team-based simulation assessment revealed no significant differences in the communication performance posttest scores (P=.29) between the virtual and simulation groups.

Conclusions: The research results did not show the inferiority of team training using virtual reality compared to live simulations (…) VR should replace costly human moderators in the future to achieve better scalability and durability of team training in interprofessional education.

The research results do not impose inferiority in training using virtual reality compared to live simulations. Virtual reality can improve scalability and durability of team training.


„The effectiveness of virtual reality in nursing education:
a meta-analysis”

Author: Feng-Qin Chen and others; September 2020.

https://pubmed.ncbi.nlm.nih.gov/32930664/

Objective: The purpose of this study was to evaluate the effectiveness of VR in nursing education in the areas of knowledge, skills, satisfaction, confidence, and performance time. The analysis was conducted to identify studies that showed the effectiveness of VR in terms of knowledge, skills, satisfaction, self-confidence and uptime. The study selection and data extraction were made by two independent reviewers.

Conclusions: A total of 12 studies with 821 participants were selected for the final analysis. VR was more effective than the control conditions in improving knowledge, and there was no difference between VR and control conditions in terms of skill, satisfaction, confidence and execution time.

VR is more effective in improving the knowledge of training participants than classic simulation conditions and allows for similar effectiveness of teaching in terms of skills, satisfaction, self-confidence and time needed for training.


„Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration”

Author: A. Kononowicz and others. 2017

https://pubmed.ncbi.nlm.nih.gov/31267981/

Objective: The goal of this study was to evaluate the effectiveness of virtual patients compared with traditional education, blended with traditional education, compared with other types of digital education, and design variants of virtual patients in health professions education. The outcomes of interest were knowledge, skills, attitudes, and satisfaction.

Conclusions: The evidence suggests that when compared with traditional education, virtual patients can more effectively improve skills, and at least as effectively improve knowledge. The skills that improved were clinical reasoning, procedural skills, and a mix of procedural and team skills.

Compared to traditional education, virtual patients can be more effective in raising skills and at least as effective in raising knowledge. Skills improved included clinical reasoning, procedural skills, and a combination of procedural and team skills.


“Using Game-Based Virtual Reality with Haptics for Skill Acquisition”

Author: Ann L. Butt and others.

www.sciencedirect.com/science/article/abs/pii/S1876139917301986

Objective: The purpose of the study was to validate the usability and user response of a game-based VR system designed to train bladder catheterization skills.

Results: Subjects rated usability of the VR system favorably; they also rated practicing catheter insertion this way as highly engaging and enjoyable. Subjects using the VR system spent more time practicing and completed more procedures in 1 hour than students who practiced traditionally. Follow-up skill demonstration pass rates between groups were identical at 2 weeks.

Practicing nursing skills using game-based VR may be an effective way to promote mastery learning and retention.


“Classical approach to ALS algorithm teaching versus custom-designed ALS- serious game (SG) for first year nursing students”

Author: B. Wudarska and others:. 2017 r.

www.sesam web.org/media/documents/2017-abstracts.pdf

Objective: To analyze the effectiveness of serious games in teaching first-year nursing students of the ALS algorithm.

Results: The 3-hour workshop turned out to be an effective tool for learning the algorithm. The SG teams were doing better, incl. in the diagnosis of cardiac arrest.

Serious games can be an effective tool for learning the ALS algorithm, positively influencing the diagnosis of cardiac arrest and defibrillation decisions.


On this website we use first or third-party tools that store small files (cookie) on your device. MORE>>>