Jacobs Chris, M Rigby Jacob
Swindon Academy, Great Western Hospital, Swindon, UK.
University of Bath, Swindon, UK.
J Adv Med Educ Prof. 2022 Jul;10(3):163-171. doi: 10.30476/JAMP.2022.95226.1632.
Medical education has benefitted from the introduction of new technology within recent years. Immersive devices, such as, 360-degree films and virtual reality have become new ways of simulating clinical experiences. The aim of the study was to validate and test reliability of a new measure of engagement.
A between-participants design of 2 groups viewing a clinical consultation on a 360-degree headset or 2D monitor was conducted following computer random allocation of 40 healthcare professionals recruited from scheduled teaching. Twenty-three were assigned to 360-degree and 17 to 2D Medias. Adapted Immersion Experience Questionnaire (AIEQ) and Abridged Intrinsic Motivation Inventory (AIMI) were modified to match factors relating to clinical encounters. AIEQ and AIMI were utilised as the data collection tool by each group following video viewing. Spearman's rank correlation was used to assess relationship between immersion and motivation. Comparisons between 360-degree and 2D media responses were made using Wilcoxon's signed ranks test. Internal reliability coefficients of adapted measures were calculated with Cronbach alpha scores.
Total immersion scores were statistically higher in those experiencing 360 (p<0.05), with a median difference of 14.50 (95% CI 6.50-22.00). A positive correlation existed between the total AIEQ and total score of the AIMI in both groups (r =0.88, n=17, p<0.001). Internal consistency and reliability was demonstrated with a high Cronbach alpha score for the AIEQ (α= 0.91). AIMI subscale alpha value was also high at (α= 0.95) which shows the measures to be of high internal reliability.
Adaptation and validation of existing measures for use in healthcare education can be used to quantify levels of immersion and motivation. Standardising measures for use in evaluating new Technology Enhanced Learning is a step to aid understanding on how we develop these tools in medical education and how we might learn from immersive technology.
近年来，新技术的引入使医学教育受益匪浅。沉浸式设备，如360度影片和虚拟现实，已成为模拟临床体验的新方式。本研究的目的是验证并测试一种新的参与度测量方法的可靠性。
从定期教学中招募40名医疗保健专业人员，通过计算机随机分配，进行一项参与者间设计，将2组人员分别置于360度头戴式设备或2D显示器上观看临床会诊。23人被分配到360度组，17人被分配到2D媒体组。对改编后的沉浸体验问卷（AIEQ）和简化的内在动机量表（AIMI）进行修改，以匹配与临床接触相关的因素。每组在观看视频后使用AIEQ和AIMI作为数据收集工具。使用斯皮尔曼等级相关来评估沉浸感与动机之间的关系。使用威尔科克森符号秩检验对360度和2D媒体的反应进行比较。用克朗巴赫α系数计算改编后测量方法的内部可靠性系数。
360度体验者的总沉浸得分在统计学上更高（p<0.05），中位数差异为14.50（95%CI 6.50 - 22.00）。两组中AIEQ总分与AIMI总分之间均存在正相关（r = 0.88，n = 17，p<0.001）。AIEQ的克朗巴赫α系数较高（α = 0.91），表明具有较高的内部一致性和可靠性。AIMI子量表的α值也较高（α = 0.95），这表明这些测量方法具有较高的内部可靠性。
对现有用于医疗保健教育的测量方法进行改编和验证，可用于量化沉浸感和动机水平。标准化用于评估新技术增强学习的测量方法，有助于我们理解如何在医学教育中开发这些工具，以及如何从沉浸式技术中学习。
