O'Connor M, Rainford L
Radiography and Diagnostic Imaging, University College Dublin, Ireland.
Radiography and Diagnostic Imaging, University College Dublin, Ireland.
Radiography (Lond). 2023 Jan;29(1):159-164. doi: 10.1016/j.radi.2022.10.033. Epub 2022 Nov 12.
Simulation-based learning plays an integral role in preparing students for clinical practice. This study investigated the impact of immersive three-dimensional (3D) virtual reality (VR) simulation-based learning on first-year radiography students' performance in the clinical setting.
A retrospective analysis of first-year radiography clinical assessments was carried out to compare performance pre-and post-introduction of VR. The stage one cohort with no VR education was considered the control group (n = 93). The VR group (n = 98) had seven hours of practice in the immersive VR suite (Virtual Medical Coaching). Experienced clinical tutors assessed first-year students performing an extremity radiographic examination in the clinical setting. Assessment criteria were ranked on a 5-point Likert scale from poor to excellent. Mann Whitney U Tests were applied to compare performance across cohorts.
Students trained with VR performed better across 20 of the 22 assessment criteria. VR-trained students performed significantly better (more ranked as 'very good' or 'excellent') than the control group in the following criteria; positioning patients for X-rays (19% difference) (U = 3525, z = -2.66, p < 0.05), selecting exposure factors (12% difference) (U = 3680, z = -3.13, p < 0.05), image appraisal of patient positioning (27% difference) (U = 3448, z = -2.9, p < 0.05) and image appraisal of image quality (18% difference) (U = 3514, z = -2.6, p < 0.05). Their comprehension of clinical indications, equipment set up and explanation of the procedure was also significantly better (p < 0.05).
This is the first study to investigate the translation of VR learning into radiography clinical practice. VR learning had a positive impact on the performance of first-year students in their clinical assessment, especially with respect to patient positioning, exposure parameter selection and image appraisal.
VR is a valuable educational tool in preparing novice radiography students for clinical practice. It is particularly useful to enhance student knowledge in the areas of patient positioning, exposure factor selection and radiographic image appraisal.
基于模拟的学习在帮助学生为临床实践做准备方面发挥着不可或缺的作用。本研究调查了沉浸式三维（3D）虚拟现实（VR）模拟学习对一年级放射学专业学生临床实践表现的影响。
对一年级放射学临床评估进行回顾性分析，以比较引入VR前后的表现。未接受VR教育的第一阶段队列被视为对照组（n = 93）。VR组（n = 98）在沉浸式VR套件（虚拟医学辅导）中进行了7小时的练习。经验丰富的临床导师对一年级学生在临床环境中进行四肢X光检查的表现进行评估。评估标准采用从差到优的5点李克特量表进行排名。应用曼-惠特尼U检验比较各队列之间的表现。
在22项评估标准中的20项上，接受VR训练的学生表现更好。在以下标准方面，接受VR训练的学生表现明显优于对照组（更多被评为“非常好”或“优秀”）；为X光检查摆放患者体位（差异19%）（U = 3525，z = -2.66，p < 0.05），选择曝光参数（差异12%）（U = 3680，z = -3.13，p < 0.05），对患者体位的图像评估（差异27%）（U = 3448，z = -2.9，p < 0.05）以及对图像质量的图像评估（差异18%）（U = 3514，z = -2.6，p < 0.05）。他们对临床指征、设备设置和检查过程的解释也明显更好（p < 0.05）。
这是第一项研究VR学习转化到放射学临床实践中的研究。VR学习对一年级学生的临床评估表现有积极影响，特别是在患者体位摆放、曝光参数选择和图像评估方面。
VR是帮助放射学新手学生为临床实践做准备的一种有价值的教育工具。它在增强学生在患者体位摆放、曝光参数选择和X光图像评估等方面的知识方面特别有用。
