Roehr Mark, Wu Teresa, Maykowski Philip, Munter Bryce, Hoebee Shelby, Daas Eshaan, Kang Paul
The University of Arizona College of Medicine - Phoenix, 435 N. 5th Street, 4th Floor, Office B420, Phoenix, AZ USA.
Department of Emergency Medicine, Banner University Medical Center - Phoenix, Phoenix, AZ USA.
Med Sci Educ. 2020 Nov 20;31(1):117-124. doi: 10.1007/s40670-020-01141-6. eCollection 2021 Feb.
There is limited data assessing simulation and virtual reality training as a standardized tool in medical education. This feasibility study aimed to evaluate the effectiveness of virtual reality training and a student-led simulation module in preparing medical students to perform a lumbar puncture.
Twenty-five medical students completed a pre-intervention survey, and a baseline video recorded lumbar puncture procedure on a task trainer. Students were randomly distributed into the virtual reality group, or the curriculum's standard student-led procedural instruction group. Participants were then given 45 min to practice the lumbar puncture procedure. After the intervention, all participants were video recorded again as they performed a post-intervention lumbar puncture and completed a post-intervention survey. Pre- and post-intervention videos were scored using a critical action checklist in conjunction with time needed to complete the procedure to evaluate proficiency.
At baseline, there were no major statistically significant differences between groups. Assessing overall post-intervention performance, both groups showed improvement in aggregate score ( < 0.001) and time required to complete ( = 0.002) the lumbar puncture. Following interventions, the student-led group improved over the virtual reality group in a variety of metrics. The student-led group increased their aggregate score by 3.49 and decreased their time to completion by 34 s over the VR group when controlling for baseline measures.
Both virtual reality and student-led simulation training were useful training modalities, with hands-on simulation showing better results versus virtual reality training in this setting.
The online version contains supplementary material available at 10.1007/s40670-020-01141-6.
评估模拟和虚拟现实培训作为医学教育标准化工具的数据有限。本可行性研究旨在评估虚拟现实培训和学生主导的模拟模块在让医学生准备进行腰椎穿刺方面的有效性。
25名医学生完成了干预前调查,并在任务训练器上录制了腰椎穿刺程序的基线视频。学生被随机分为虚拟现实组或课程标准的学生主导程序指导组。然后给予参与者45分钟练习腰椎穿刺程序。干预后,所有参与者在进行干预后腰椎穿刺时再次进行视频录制,并完成干预后调查。使用关键操作检查表结合完成程序所需时间对干预前后的视频进行评分,以评估熟练程度。
在基线时,两组之间没有重大的统计学显著差异。评估干预后的总体表现,两组在腰椎穿刺的总分(<0.001)和完成所需时间(=0.002)方面均有改善。干预后,学生主导组在各种指标上比虚拟现实组有所改善。在控制基线测量时,学生主导组的总分比虚拟现实组提高了3.49分,完成时间缩短了34秒。
虚拟现实和学生主导的模拟培训都是有用的培训方式,在这种情况下,实践模拟显示出比虚拟现实培训更好的效果。
在线版本包含可在10.1007/s40670-020-01141-6获取的补充材料。