Biomedical Engineering, School of Engineering, Widener University, Chester, PA 19063.
School of Nursing, Widener University, Chester, PA 19013.
J Biomech Eng. 2020 Nov 1;142(11). doi: 10.1115/1.4048005.
This study explored virtual reality (VR) as an educational tool to offer immersive and experiential learning environments to biomedical engineering (BME) students. VR and traditional two-dimensional (2D) videos were created and used to teach required communication skills to BME students' while working with clinical partners in healthcare settings. The videos of interdisciplinary teams (engineering and nursing students) tackling medical device-related problems, similar to those commonly observed in healthcare settings, were shown to BME students. Student surveys indicated that, through VR videos, they felt more immersed in real-world clinical scenarios while learning about the clinical problems, each team-member's areas of expertise, their roles and responsibilities, and how an interdisciplinary team operated collectively to solve a problem in the presented settings. Students with a prior in-person immersion experience, in the presented settings, reported VR videos to serve as a possible alternative to in-person immersion and a useful tool for their preparedness for real-world clinical immersion. We concluded that VR holds promise as an educational tool to offer simulated clinical scenarios that are effective in training BME students for interprofessional collaborations.
本研究探讨了虚拟现实 (VR) 作为一种教育工具，为生物医学工程 (BME) 学生提供沉浸式和体验式学习环境。创建了 VR 和传统二维 (2D) 视频，并将其用于在医疗保健环境中与临床合作伙伴一起工作时教授 BME 学生所需的沟通技巧。向 BME 学生展示了由跨学科团队（工程和护理学生）解决与医疗设备相关问题的视频，这些问题类似于在医疗保健环境中常见的问题。学生调查表明，通过 VR 视频，他们在学习临床问题、每个团队成员的专业领域、他们的角色和责任以及跨学科团队如何在提出的环境中集体解决问题时，感觉更身临其境。有过现场沉浸式体验的学生报告说，VR 视频可以作为现场沉浸式体验的一种替代方案，并且是他们为真实世界的临床沉浸式体验做好准备的有用工具。我们得出的结论是，VR 有望成为一种教育工具，提供模拟临床场景，有效培训 BME 学生进行专业间合作。
