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Session Overview
Session
WKS3: Entering a new reality - chances and limitations of VR in medical education (Wespi, Rafael; Baetzner, Anke Sabine)
Time:
Thursday, 01/Sept/2022:
2:30pm - 5:00pm

Location: CHUV auditorium César Roux


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Presentations

Entering a new reality - chances and limitations of VR in medical education

Rafael Wespi1,3, Anke Sabine Baetzner2,3

1University of Bern, Switzerland; 2Department of Sport Psychology, Institute for Sports and Sport Sciences, Heidelberg University, Germany; 3MED1stMR, Horizon 2020 Research Project, https://www.med1stmr.eu/

Supported by:

Thomas Sauter1,3, Tanja Birrenbach1,3, Marie Ottilie Frenkel2,3, MED1stMR3

Background:

Virtual reality (VR) is based on computer systems which generate realistic pseudo-environments to give the user visual, tactile and auditory impressions and allow interaction with the virtual environment (Pensieri & Pennacchini, 2014). VR simulation is a novel, innovative teaching method that combines the benefits of active knowledge transfer simulation with time-, place- and even tutor-independent learning. VR is a technology that allows users to experience and manipulate computer-generated three-dimensional environments in realtime to learn practical knowledge that can be used in clinical practice. The benefit of VR in medical training has already been demonstrated in various settings, such as surgery (various review articles like Clarke, 2021; Gerup et al., 2020; Kyaw et al., 2019) or emergency medicine (Educational Tool for Safe Performance of COVID-19 Diagnostics, Birrenbach et al., 2021; cardiopulmonary resuscitation (CPR) training, Semeraro et al., 2017). With the help of special headsets (head mounted displays - HMDs), educational content can be "experienced" in a multisensory, three-dimensional, fully immersive and safe way. VR thus offers a number of advantages, such as the possibility of flexible learning and self-learning, standardisation, reproducibility and the control of stimuli, as well as the possibility of extensive automated data generation in combination with automated individualised feedback (Ustun et al., 2020). Possible limitations due to social distancing and resource requirements can thus be circumvented or at least reduced. Another advantage of VR is scalability. The initial cost and effort of creating the programme can be compensated for by widespread dissemination and repetition of a training.

Recent studies suggest that VR training situations even lead to greater knowledge and skill gains than traditional forms of training and other types of digital training (Birrenbach et al., 2021; Kyaw et al., 2019; Rourke, 2020). Accordingly, VR training (of technical skills) has also recently been successfully introduced into regular medical training (Birrenbach et al., 2021).

Objectives :

Due to the novelty of VR technology, very few medical practitioners had the opportunity to try it out and get a first impression of it until now. To change this, we want to offer a workshop in which participants can experience VR first-hand. In addition, we will work out where the use of VR makes sense, how it should be used and where the advantages and disadvantages are.

Target audience:

Any person interested in an innovative teaching and learning opportunity. No prior knowledge / experience required.

Language:

English

Timetable (total 3 hours):

- Opening and introduction about VR technology and different kinds of educational software (10 min)

- Discussion: Where does the use of VR in teaching make sense? (20 min)

- Experience of different VR programs and hardware in up to 4 groups for individual (guided) testing (120 min)

- Clsoing discussion and wrap up of experiences and learning of the last 2 hours (30 min)

Sources

Birrenbach, T., Zbinden, J., Papagiannakis, G., Exadaktylos, A. K., Müller, M., Hautz, W. E., & Sauter, T. C. (2021). Effectiveness and Utility of Virtual Reality Simulation as an Educational Tool for Safe Performance of COVID-19 Diagnostics: Prospective, Randomized Pilot Trial. JMIR Serious Games, 9(4), e29586.

Clarke, E. (2021). Virtual reality simulation—the future of orthopaedic training? A systematic review and narrative analysis. Advances in Simulation, 6(1), 2.

Gerup, J., Soerensen, C. B., & Dieckmann, P. (2020). Augmented reality and mixed reality for healthcare education beyond surgery: An integrative review. International Journal of Medical Education, 11, 1–18.

Kyaw, B. M., Saxena, N., Posadzki, P., Vseteckova, J., Nikolaou, C. K., George, P. P., Divakar, U., Masiello, I., Kononowicz, A. A., Zary, N., & Car, L. T. (2019). Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. Journal of Medical Internet Research, 21(1), e12959.

Pensieri, C., & Pennacchini, M. (2014). Overview: Virtual Reality in Medicine. Journal of Virtual Worlds Research, 7. https://doi.org/10.1007/978-3-319-22041-3_14

Rourke, S. (2020). How does virtual reality simulation compare to simulated practice in the acquisition of clinical psychomotor skills for pre-registration student nurses? A systematic review. International Journal of Nursing Studies, 102, 103466.

Semeraro, F., Scapigliati, A., Ristagno, G., Luciani, A., Gandolfi, S., Lockey, A., Müller, M. P., Wingen, cation (S. 56–73).S., & Böttiger, B. W. (2017). Virtual Reality for CPR training: How cool is that? Dedicated to the “next generation”. Resuscitation, 121

Ustun, A., Yılmaz, R., & Karaoğlan Yılmaz, F. G. (2020). Virtual Reality in Medical Edu



 
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