Development and evaluation of a virtual reality training for emergency treatment of shortness of breath based on frameworks for serious games.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Sarah Rickenbacher-Frey, Selina Adam, Aristomenis K Exadaktylos, Martin Müller, Thomas C Sauter, Tanja Birrenbach
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引用次数: 0

Abstract

Background: Virtual reality (VR) can offer an innovative approach to providing training in emergency situations, especially in times of COVID-19. There is no risk of infection, and the procedure is scalable and resource-efficient. Nevertheless, the challenges and problems that can arise in the development of VR training are often unclear or underestimated. As an example, we present the evaluation of the feasibility of development of a VR training session for the treatment of dyspnoea. This is based on frameworks for serious games, and provides lessons learned. We evaluate the VR training session with respect to usability, satisfaction, as well as perceived effectiveness and workload of participants.

Methods: The VR training was developed using the established framework (Steps 1-4) for serious games of Verschueren et al. and Nicholson's RECIPE elements for meaningful gamification. Primary validation (Step 4) was performed at the University of Bern, Switzerland, in a pilot study without control group, with a convenience sample of medical students (n=16) and established measurement tools.

Results: The theoretical frameworks permitted guided development of the VR training session. Validation gave a median System Usability Scale of 80 (IQR 77.5-85); for the User Satisfaction Evaluation Questionnaire, the median score was 27 (IQR 26-28). After the VR training, there was a significant gain in the participants' confidence in treating a dyspnoeic patient (median pre-training 2 (IQR 2-3) vs. post-training 3 (IQR 3-3), p=0.016).Lessons learned include the need for involving medical experts, medical educators and technical experts at an equivalent level during the entire development process. Peer-teaching guidance for VR training was feasible.

Conclusion: The proposed frameworks can be valuable tools to guide the development and validation of scientifically founded VR training. The new VR training session is easy and satisfying to use and is effective - and is almost without motion sickness.

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基于严肃游戏框架的紧急治疗呼吸短促的虚拟现实训练的开发与评价。
背景:虚拟现实(VR)可以为在紧急情况下提供培训提供一种创新方法,特别是在2019冠状病毒病期间。没有感染的风险,而且该程序可扩展且资源高效。然而,VR培训发展中可能出现的挑战和问题往往不清楚或被低估。作为一个例子,我们提出了开发VR培训课程治疗呼吸困难的可行性评估。这是基于严肃游戏的框架,并提供了经验教训。我们评估VR培训课程的可用性,满意度,以及参与者的感知有效性和工作量。方法:使用Verschueren等人的严肃游戏的既定框架(步骤1-4)和Nicholson的有意义游戏化的RECIPE元素来开发VR训练。初步验证(步骤4)在瑞士伯尔尼大学进行,在一项没有对照组的试点研究中,使用方便的医科学生样本(n=16)和既定的测量工具进行。结果:理论框架允许VR培训课程的指导性发展。验证给出系统可用性量表的中位数为80 (IQR 77.5-85);用户满意度评价问卷得分中位数为27分(IQR 26-28)。VR训练后,参与者对治疗呼吸困难患者的信心显著增加(训练前2 (IQR 2-3)与训练后3 (IQR 3-3)的中位数,p=0.016)。所吸取的经验教训包括,在整个发展过程中需要让医学专家、医学教育工作者和技术专家在同等水平上参与。同行教学指导虚拟现实培训是可行的。结论:本文提出的框架可作为指导VR培训发展和验证的有价值的工具。新的虚拟现实训练课程使用简单,令人满意,有效-几乎没有晕动病。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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