Kaufman D M, Bell W
Division of Medical Education, Dalhousie University, Halifax, Nova Scotia, Canada.
Stud Health Technol Inform. 1997;39:467-72.
The need to improve the teaching and assessing of students' procedural skills has been well 0 encounters, often with little or no supervision. Assessment of these skills has depended on rudimentary physical models, or standardized patients. The limitations of these methods also are well known. A new technology known as "Virtual Reality" has tremendous potential to assist medical educators in teaching and assessing clinical skills of students, residents and physicians in practice. Virtual Reality consists of a computer-generated three-dimensional simulation in which the user both views and manipulates the contents of the environment. Various degrees of immersion may be experienced that may include elements such as vision, touch or sound. It can provide an environment that so closely represents an actual clinical situation that skills learned will transfer to patients. Many variations in anatomy or other complications can be presented, and trainees can practice hundreds of times until their skills are perfected. This paper describes current activities in this area in the Dalhousie Faculty of Medicine and elsewhere. Various forms of Virtual Reality are described and their application to particular clinical areas are described.
提高学生操作技能的教学与评估的必要性已广为人知。学生在临床实习中练习操作技能时，常常很少或根本没有监督。这些技能的评估依赖于简单的物理模型或标准化病人。这些方法的局限性也众所周知。一种名为“虚拟现实”的新技术在协助医学教育工作者教授和评估学生、住院医师及执业医师的临床技能方面具有巨大潜力。虚拟现实由计算机生成的三维模拟组成，用户可以在其中查看并操作环境内容。用户可能会体验到不同程度的沉浸感，其中可能包括视觉、触觉或声音等元素。它可以提供一个与实际临床情况极为相似的环境，使所学技能能够应用于患者身上。可以呈现解剖结构的多种变体或其他并发症情况，学员可以练习数百次，直到技能臻于完善。本文介绍了达尔豪斯医学院及其他地方在该领域的当前活动。文中描述了虚拟现实的各种形式及其在特定临床领域的应用。
