在医学生沟通技巧训练中,利用虚拟实境强化癌症真相视角的实验研究。

IF 3.9 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Perspectives on Medical Education Pub Date : 2025-09-10 eCollection Date: 2025-01-01 DOI:10.5334/pme.1684
Shih-Ying Chen, Ji-Tseng Fang, Ming-Ju Hsieh, Che-Wei Lin, Heng-Hsin Tung, Maiko Fujimori, Woung-Ru Tang
{"title":"在医学生沟通技巧训练中,利用虚拟实境强化癌症真相视角的实验研究。","authors":"Shih-Ying Chen, Ji-Tseng Fang, Ming-Ju Hsieh, Che-Wei Lin, Heng-Hsin Tung, Maiko Fujimori, Woung-Ru Tang","doi":"10.5334/pme.1684","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Virtual Reality (VR) has advanced in medical education, offering enhanced realism and immersion, allowing students to safely practice complex and rare scenarios like cancer truth-telling. This study aimed to develop and evaluate the effectiveness of a VR-based cancer truth-telling module.</p><p><strong>Methods: </strong>This experimental study randomly assigned fifth-year medical students to the following groups: in-person communication skills training (iCST), VR, and a combined iCST+VR group. The intervention included a 30-minute video-based mini-lecture followed by practical application. The VR group received the VR truth-telling module, the iCST group received the small-class iCST module, and the iCST +VR group received both the iCST and VR modules. Primary outcomes assessed were cancer truth-telling perspectives, with communication confidence and learning satisfaction as a secondary outcome. Data were collected at baseline, immediately after, and at three and six months post-intervention.</p><p><strong>Results: </strong>Seventy-nine medical students were enrolled and randomly assigned to the iCST (n = 28), VR (n = 29) and iCST +VR (n = 22) groups. The study findings showed that the iCST+VR group significantly improved in cancer truth-telling perspectives at six months post-intervention. No significant difference was found between iCST and VR groups for cancer truth-telling perspectives. Although communication confidence scores significantly improved across all groups, no differences were found between groups. The iCST group reported higher learning satisfaction compared to other groups, with no significant difference between VR and iCST+VR.</p><p><strong>Discussion: </strong>This study demonstrated that VR is as effective as iCST in enhancing cancer truth-telling perspectives and communication confidence, highlighting VR's potential as an innovative tool in medical education.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"539-548"},"PeriodicalIF":3.9000,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12428323/pdf/","citationCount":"0","resultStr":"{\"title\":\"Enhancing Cancer Truth-Telling Perspectives Using Virtual Reality in Communication Skills Training: An Experimental Study Among Medical Students.\",\"authors\":\"Shih-Ying Chen, Ji-Tseng Fang, Ming-Ju Hsieh, Che-Wei Lin, Heng-Hsin Tung, Maiko Fujimori, Woung-Ru Tang\",\"doi\":\"10.5334/pme.1684\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Virtual Reality (VR) has advanced in medical education, offering enhanced realism and immersion, allowing students to safely practice complex and rare scenarios like cancer truth-telling. This study aimed to develop and evaluate the effectiveness of a VR-based cancer truth-telling module.</p><p><strong>Methods: </strong>This experimental study randomly assigned fifth-year medical students to the following groups: in-person communication skills training (iCST), VR, and a combined iCST+VR group. The intervention included a 30-minute video-based mini-lecture followed by practical application. The VR group received the VR truth-telling module, the iCST group received the small-class iCST module, and the iCST +VR group received both the iCST and VR modules. Primary outcomes assessed were cancer truth-telling perspectives, with communication confidence and learning satisfaction as a secondary outcome. Data were collected at baseline, immediately after, and at three and six months post-intervention.</p><p><strong>Results: </strong>Seventy-nine medical students were enrolled and randomly assigned to the iCST (n = 28), VR (n = 29) and iCST +VR (n = 22) groups. The study findings showed that the iCST+VR group significantly improved in cancer truth-telling perspectives at six months post-intervention. No significant difference was found between iCST and VR groups for cancer truth-telling perspectives. Although communication confidence scores significantly improved across all groups, no differences were found between groups. The iCST group reported higher learning satisfaction compared to other groups, with no significant difference between VR and iCST+VR.</p><p><strong>Discussion: </strong>This study demonstrated that VR is as effective as iCST in enhancing cancer truth-telling perspectives and communication confidence, highlighting VR's potential as an innovative tool in medical education.</p>\",\"PeriodicalId\":48532,\"journal\":{\"name\":\"Perspectives on Medical Education\",\"volume\":\"14 1\",\"pages\":\"539-548\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-09-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12428323/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives on Medical Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5334/pme.1684\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1684","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

摘要

简介:虚拟现实(VR)在医学教育中取得了进步,提供了增强的真实感和沉浸感,使学生能够安全地练习复杂和罕见的场景,如癌症实话实说。本研究旨在开发和评估基于vr的癌症真相告知模块的有效性。方法:本实验研究将五年级医学生随机分为以下组:面对面沟通技巧训练组(iCST)、VR组和iCST+VR组合组。干预包括一个30分钟的视频迷你讲座,然后是实际应用。VR组接受VR讲真话模块,iCST组接受iCST小班模块,iCST +VR组接受iCST和VR模块。评估的主要结果是癌症讲真话的观点,其次是沟通信心和学习满意度。在基线、干预后立即、干预后3个月和6个月收集数据。结果:79名医学生被随机分为iCST组(n = 28)、VR组(n = 29)和iCST +VR组(n = 22)。研究结果显示,在干预后6个月,iCST+VR组在癌症实话实说方面有显著改善。iCST组和VR组在癌症真相陈述方面没有显著差异。虽然沟通信心得分在所有组中都有显著提高,但组间没有发现差异。iCST组的学习满意度高于其他组,而VR与iCST+VR之间无显著差异。讨论:本研究表明,VR与iCST在增强癌症真相讲述视角和沟通信心方面同样有效,突出了VR作为医学教育创新工具的潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Enhancing Cancer Truth-Telling Perspectives Using Virtual Reality in Communication Skills Training: An Experimental Study Among Medical Students.

Enhancing Cancer Truth-Telling Perspectives Using Virtual Reality in Communication Skills Training: An Experimental Study Among Medical Students.

Introduction: Virtual Reality (VR) has advanced in medical education, offering enhanced realism and immersion, allowing students to safely practice complex and rare scenarios like cancer truth-telling. This study aimed to develop and evaluate the effectiveness of a VR-based cancer truth-telling module.

Methods: This experimental study randomly assigned fifth-year medical students to the following groups: in-person communication skills training (iCST), VR, and a combined iCST+VR group. The intervention included a 30-minute video-based mini-lecture followed by practical application. The VR group received the VR truth-telling module, the iCST group received the small-class iCST module, and the iCST +VR group received both the iCST and VR modules. Primary outcomes assessed were cancer truth-telling perspectives, with communication confidence and learning satisfaction as a secondary outcome. Data were collected at baseline, immediately after, and at three and six months post-intervention.

Results: Seventy-nine medical students were enrolled and randomly assigned to the iCST (n = 28), VR (n = 29) and iCST +VR (n = 22) groups. The study findings showed that the iCST+VR group significantly improved in cancer truth-telling perspectives at six months post-intervention. No significant difference was found between iCST and VR groups for cancer truth-telling perspectives. Although communication confidence scores significantly improved across all groups, no differences were found between groups. The iCST group reported higher learning satisfaction compared to other groups, with no significant difference between VR and iCST+VR.

Discussion: This study demonstrated that VR is as effective as iCST in enhancing cancer truth-telling perspectives and communication confidence, highlighting VR's potential as an innovative tool in medical education.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
5.70
自引率
8.30%
发文量
31
审稿时长
28 weeks
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信