Alverson Dale C, Saiki Stanley M, Kalishman Summers, Lindberg Marlene, Mennin Stewart, Mines Jan, Serna Lisa, Summers Kenneth, Jacobs Joshua, Lozanoff Scott, Lozanoff Beth, Saland Linda, Mitchell Steven, Umland Berthold, Greene Gordon, Buchanan Holly S, Keep Marcus, Wilks David, Wax Diane S, Coulter Robert, Goldsmith Timothy E, Caudell Thomas P
School of Medicine, University of New Mexico, Albuquerque, New Mexico, USA.
Simul Healthc. 2008 Spring;3(1):10-5. doi: 10.1097/SIH.0b013e31815f0d51.
This article presents the results of a demonstration project that was designed with the goal to determine the feasibility and acceptability of medical students in using distance technology and virtual reality (VR) simulation within a problem-based learning (PBL).
This pilot project involved students from the Universities of New Mexico and Hawaii and compared (1) control groups consisting of medical students in a tutor-guided PBL session using a text-based case, (2) distance groups using the same text-based case but interacting over distance from multiple sites, (3) groups using a VR simulation scenario integrated into the case without interaction over distance, and (4) combination groups interacting over distance from multiple sites with integration of a VR simulation scenario.
The study results suggest that it is possible to successfully conduct a PBL tutorial with medical students from two institutions with the integration VR and distributed distance interaction in combination or independently. The addition of these modalities did not interfere with learning dynamics when compared with traditional tutorial sessions.
These findings suggest the feasibility and acceptability by students in the use of VR simulation integrated into a PBL learning session, as well as multipoint distance technologies that allowed interaction between students and tutors in different locations. The authors believe that these modalities can be applied where students and tutors from different institutions are in separate locations and can be used to support interactive experiential learning in a distributed network or on site and suggest areas for additional research.
本文介绍了一个示范项目的结果，该项目旨在确定医学生在基于问题的学习（PBL）中使用远程技术和虚拟现实（VR）模拟的可行性和可接受性。
该试点项目涉及新墨西哥大学和夏威夷大学的学生，并比较了（1）由在导师指导的PBL课程中使用基于文本的案例的医学生组成的对照组，（2）使用相同基于文本的案例但在多个地点远程互动的远程组，（3）使用集成到案例中的VR模拟场景但无远程互动的组，以及（4）将VR模拟场景集成并在多个地点远程互动的组合组。
研究结果表明，将VR与分布式远程互动相结合或单独集成，有可能成功地与来自两个机构的医学生进行PBL辅导。与传统辅导课程相比，这些方式的添加不会干扰学习动态。
这些发现表明学生在将VR模拟集成到PBL学习课程中以及在允许不同地点的学生和导师之间进行互动的多点远程技术方面具有可行性和可接受性。作者认为，这些方式可应用于来自不同机构的学生和导师位于不同地点的情况，并可用于支持分布式网络或现场的交互式体验学习，并提出了进一步研究的领域。
