Exploring the viability of Virtual Reality as a teaching method for knee aspiration

IF 4.4 3区 计算机科学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
Mantaj Singh, Peter Smitham, Suyash Jain, Christopher Day, Thomas Nijman, Dan George, David Neilly, Justin de Blasio, Michael Gilmore, Tiffany K. Gill, Susanna Proudman, Gavin Nimon
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Abstract

Knee arthrocentesis is a simple procedure commonly performed by general practitioners and junior doctors. As such, doctors should be competent and comfortable in performing the technique by themselves; however, they need to be adequately trained. The best method to ensure practitioner proficiency is by optimizing teaching at an institutional level, thus, educating all future doctors in the procedure. However, the Coronavirus Disease 19 (COVID-19) pandemic caused significant disruption to hospital teaching for medical students which necessitated investigating the effectiveness of virtual reality (VR) as a platform to emulate hospital teaching of knee arthrocentesis. A workshop was conducted with 100 fourth year medical students divided into three Groups: A, B and C, each receiving a pre-reading online lecture. Group A was placed in an Objective Structured Clinical Examination (OSCE) station where they were assessed by a blinded orthopaedic surgeon using the OSCE assessment rubric. Group B undertook a hands-on practice station prior to assessment, while Group C received a VR video (courtesy of the University of Adelaide’s Health Simulation) in the form of VR headset or 360° surround immersion room and hands-on station followed by the OSCE. Upon completion of the workshop, students completed a questionnaire on their confidence with the procedure and the practicality of the VR station. OSCE scores were compared between Groups B and C to investigate the educational value of VR teaching. On average, students with VR headsets reported higher confidence with the procedure and were more inclined to undertake it on their own. Students in Group C who used the VR station prior to assessment scored higher than the non-VR Groups (Group A, 56%; Group B, 67%; Group C 83%). Students in Group A had statistically significant results on average compared to those in Group B (t(69) = 3.003, p = 0.003), as do students in Group B compared to Group C (t(62) = 5.400, p < 0.001). Within Group C students who were given VR headsets scored higher than immersion room students. The VR headset was beneficial in providing students with a representation of how knee arthrocentesis may be conducted in the hospital setting. While VR will not replace conventional in-hospital teaching, given current technological limitations, it serves as an effective teaching aid for arthrocentesis and has many other potential applications for a wide scope of medicine and surgical training.

Abstract Image

探索虚拟现实技术作为膝关节抽吸教学方法的可行性
膝关节穿刺术是一种简单的手术,通常由全科医生和初级医生实施。因此,医生应该能够胜任并自如地自行实施该技术,但他们需要接受适当的培训。确保医生熟练掌握的最佳方法是优化机构层面的教学,从而教育所有未来的医生掌握这一程序。然而,冠状病毒疾病 19(COVID-19)大流行严重干扰了医学生的医院教学,因此有必要研究虚拟现实(VR)作为模拟膝关节穿刺术医院教学平台的有效性。100 名四年级医学生被分成三组参加了一个研讨会:A、B、C三组,每组均接受预习在线讲座。A 组被安排在客观结构化临床考试(OSCE)站,由一名骨科医生使用 OSCE 评估标准对他们进行盲法评估。B 组在评估前进行了动手实践,而 C 组则接受了 VR 视频(由阿德莱德大学健康模拟提供),形式为 VR 头显或 360° 环绕沉浸式房间和动手实践站,然后进行 OSCE。研讨会结束后,学生们填写了一份调查问卷,内容涉及他们对程序的信心以及 VR 工作站的实用性。对 B 组和 C 组的 OSCE 分数进行了比较,以研究 VR 教学的教育价值。平均而言,使用 VR 头显的学生对该程序的信心更高,更愿意自己进行操作。在评估前使用 VR 站的 C 组学生的得分高于非 VR 组(A 组,56%;B 组,67%;C 组,83%)。与 B 组相比,A 组学生的平均成绩有显著的统计学意义(t(69) = 3.003,p = 0.003),与 C 组相比,B 组学生的平均成绩也有显著的统计学意义(t(62) = 5.400,p <0.001)。在 C 组中,获得 VR 头显的学生得分高于浸入式教室的学生。VR 头显有利于让学生了解膝关节穿刺术在医院环境中是如何进行的。虽然鉴于目前技术的局限性,VR 无法取代传统的院内教学,但它可以作为关节穿刺术的有效教学辅助工具,并在医学和外科培训的广泛领域中具有许多其他潜在应用。
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来源期刊
Virtual Reality
Virtual Reality COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-COMPUTER SCIENCE, SOFTWARE ENGINEERING
CiteScore
8.30
自引率
14.30%
发文量
95
审稿时长
>12 weeks
期刊介绍: The journal, established in 1995, publishes original research in Virtual Reality, Augmented and Mixed Reality that shapes and informs the community. The multidisciplinary nature of the field means that submissions are welcomed on a wide range of topics including, but not limited to: Original research studies of Virtual Reality, Augmented Reality, Mixed Reality and real-time visualization applications Development and evaluation of systems, tools, techniques and software that advance the field, including: Display technologies, including Head Mounted Displays, simulators and immersive displays Haptic technologies, including novel devices, interaction and rendering Interaction management, including gesture control, eye gaze, biosensors and wearables Tracking technologies VR/AR/MR in medicine, including training, surgical simulation, rehabilitation, and tissue/organ modelling. Impactful and original applications and studies of VR/AR/MR’s utility in areas such as manufacturing, business, telecommunications, arts, education, design, entertainment and defence Research demonstrating new techniques and approaches to designing, building and evaluating virtual and augmented reality systems Original research studies assessing the social, ethical, data or legal aspects of VR/AR/MR.
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