Potenciando la competencia en reanimación cardiopulmonar: evaluación del impacto de la realidad virtual en la formación de estudiantes de Medicina

Abstract

Introduction

The impact of virtual reality (VR) on cardiopulmonary resuscitation (CPR) training for students at Universidad Icesi was investigated, based on the principles of constructivism and deliberate practice.

Methods

This research-action study included resource validation through the UNE standards, performance rubrics, and focus groups. Qualitative data were analyzed using ATLAS.ti and triangulated with predefined categories. For quantitative data, measures of central tendency and dispersion were calculated according to their distribution. A Student’s t-test was used to compare means, and an ANOVA was performed for students with three attempts, with significance set at p < 0.05.

Results

The resource received an overall rating of 93.48%, exceeding the minimum validation criteria. Students improved their scores on the evaluation rubric, with a 33% increase (95% CI: 29–37%; p = 0.00) after immediate repetition and an 18% increase (SD 13%) at two months. In the subgroup with three attempts, ANOVA revealed significant differences in scores (p = 0.00), with consistently significant post hoc comparisons between each pair of attempts. Students highlighted VR’s interactivity and realism as key factors in enhancing their motivation.

Conclusion

VR improved student performance following immediate repetition and suggests that skill retention occurs in the medium term. The interactivity and realism of VR increased student motivation and engagement, reinforcing their learning. The potential of VR as a complement to traditional teaching methodologies is emphasized to optimize training in critical areas such as CPR.