Department of Surgery, University of California, San Francisco, San Francisco, CA, United States.
School of Medicine, Stanford University, Stanford, CA, United States.
J Med Internet Res. 2020 Dec 16;22(12):e22420. doi: 10.2196/22420.
Historically, medical trainees were educated in the hospital on real patients. Over the last decade, there has been a shift to practicing skills through simulations with mannequins or patient actors. Virtual reality (VR), and in particular, the use of 360-degree video and audio (cineVR), is the next-generation advancement in medical simulation that has novel applications to augment clinical skill practice, empathy building, and team training. In this paper, we describe methods to design and develop a cineVR medical education curriculum for trauma care training using real patient care scenarios at an urban, safety-net hospital and Level 1 trauma center. The purpose of this publication is to detail the process of finding a cineVR production partner; choosing the camera perspectives; maintaining patient, provider, and staff privacy; ensuring data security; executing the cineVR production process; and building the curriculum.
从历史上看，医学实习生是在医院的真实患者身上接受教育的。在过去的十年中，已经从通过使用人体模型或患者扮演者来练习技能转移到通过模拟练习。虚拟现实（VR），特别是使用 360 度视频和音频（cineVR），是医学模拟的下一代进步，它具有增强临床技能实践、建立同理心和团队培训的新应用。在本文中，我们描述了使用城市、保障网医院和一级创伤中心的真实患者护理场景来设计和开发创伤护理培训的 cineVR 医学教育课程的方法。本出版物的目的是详细说明寻找 cineVR 制作合作伙伴的过程；选择摄像机视角；维护患者、医护人员和员工的隐私；确保数据安全；执行 cineVR 制作过程；以及构建课程。
