Anna Junga, Pascal Kockwelp, Dimitar Valkov, Henriette Schulze, Philipp Bozdere, Ole Hätscher, Helmut Ahrens, Bernhard Marschall, Benjamin Risse, Markus Holling
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引用次数: 0
Abstract
Introduction: Traditionally, clinical education has combined classroom theory with hospital-based practical experiences. Over the past 50 years, simulation-based training, particularly virtual reality (VR), has gained prominence for its flexibility and scalability. This article describes the development, implementation and evaluation of a VR-based brain death diagnostic training module at the University of Münster over a three-year period.
Methods: A multidisciplinary team developed the VR scenario to simulate a realistic intensive care unit, in line with German guidelines for brain death diagnosis. The module includes a tutorial and a preparatory video podcast to accommodate varying levels of VR experience. The course maintained its former small-group format, integrating VR to replace a manikin-based brain death examination. A randomized pilot study compared the traditional and VR-based approaches.
Results: Feedback from over 800 students indicated a strong preference for VR training, with a significant increase in perceived competence in brain death diagnosis. The VR module also increased the individual training time and provided more varied clinical scenarios than traditional methods. Continuous feedback led to iterative improvements, including reflex simulations and improved hardware management.
Discussion: The VR-based training was well received, demonstrating its potential to revolutionize medical education by providing immersive, realistic simulations. Challenges such as initial hardware adaptation and high personnel costs were addressed through comprehensive tutorials and structural adjustments. The success of this module has led to the development of additional VR courses, optimizing the use of hardware and justifying the initial investment.
Conclusion: The integration of VR into medical education at the University of Münster has proven effective, enhancing student engagement and competence in brain death diagnosis. The positive outcomes suggest a promising future for VR in medical education, highlighting the importance of innovative tools in the preparation of future medical professionals. Efforts are continuing to broaden the application and accessibility of VR-based training.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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