Radiologic Technology Students' Perceptions of Skill Augmentation Through Game-Based Learning.

Abstract

Purpose: To explore the potential effects of a virtual reality (VR) game designed to simulate a clinical environment on the learning and skill development of radiologic technology students, focusing particularly on enhancing their understanding and execution of multidisciplinary collaboration in a clinical setting.

Methods: A VR game simulating multidisciplinary clinical scenarios was developed and deployed among 32 radiologic technology students, including 14 third-year and 18 fourth-year students. After playing the game, participants were surveyed to gather quantitative and qualitative data regarding their experiences, focusing on skill development, game functionality, and the overall learning experience.

Results: The VR tool significantly influenced students' understanding of collaborative clinical scenarios, especially in recognizing team roles and facilitating effective communication, with 65.6% affirming its efficacy in these areas. However, feedback also illuminated areas for enhancement, such as increasing game engagement and mitigating physical discomfort in the VR space, signaling essential facets for attention in future tool refinement and application.

Discussion: Student feedback highlighted an appreciation of the various roles in and collective efforts by clinical teams. However, reflecting on how these virtual experiences mirror real-world clinical scenarios is imperative. Determining whether acquired knowledge and skills during VR simulations translate into applicable, real-world competencies also is critical. Student perceptions are influenced by the ease of use and user-friendly design of VR learning tools.

Conclusion: The VR game effectively enhanced students' collaborative and communication skills and was superior to traditional lectures in providing immersive, practical experience in multidisciplinary hospital settings. Comprehensive teamwork is essential for achieving health care objectives, such as patient well-being, and VR gaming offers a promising tool for melding theoretical knowledge with practical, interprofessional collaboration.