Liebermann Anja, Lente Isabel, Huth Karin Christine, Erdelt Kurt
Department of Prosthetic Dentistry, School of Dental and Oral Medicine, University of Cologne, Faculty of Medicine and University Hospital Cologne, Cologne, Germany.
Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany.
Eur J Dent Educ. 2024 Feb;28(1):9-19. doi: 10.1111/eje.12910. Epub 2023 Apr 28.
The application of virtual reality (VR) presents a big trend in medical education. The aim of this investigation was the presentation and assessment of a multi-user virtual prosthetic case planning environment using criteria such as perceived immersion, cognitive load, authenticity and students´ learning motivation during a virtual seminar.
The virtual case planning environment consisted of two different virtual environments - the entrance area and the case planning environment. Students and lecturers visited it with the used VR glasses Oculus Quest 2 (Meta Quest). All participants appeared as tooth avatars (molars) during the prosthetic case planning seminar and were able to communicate. These voluntary virtual case planning seminars took place in the clinical prosthetic courses (4th and 5th year). Students were asked to fill in the questionnaire comprising 15 questions separated into four categories, each assessed by a 11-point Likert scale: perceived presence/immersion, cognitive load, motivation and authenticity. A negative and a positive focus group were built, each consisting of three students answering three guiding questions. An exploratory data analysis was performed with the significance level set at p = .05.
A total of 64 students out of 98 participated in the virtual seminars. The results demonstrated that the students felt very comfortable in the virtual seminar environment and were able to focus well on the content, demonstrated in predominantly positive results for presence/immersion. Cognitive load and authenticity presented positive results. In particular, the motivation of the students showed a high score (median: 2.1-2.6; IQR: 3.9). The cognitive load should be reduced if necessary to increase focus. The cyber sickness is a challenge for some students as well as the technical requirements of the internet connection, which needs to be addressed. Nevertheless, virtual case planning seminars are an essential tool for motivating the new generation of students.
The results of the investigation demonstrate that the students felt very comfortable in the virtual seminar environment and were able to focus well on the content. The prosthetic case plannings were well understood and the students quickly become familiar with the environment. The cognitive load could be reduced to increase focus. In particular, the motivation of the students showed a high score. The cyber sickness is a challenge for some students as well as the technical requirements of the internet connection, which needs to be addressed.
虚拟现实（VR）的应用是医学教育的一大趋势。本研究的目的是在虚拟研讨会上，使用诸如感知沉浸感、认知负荷、真实性和学生学习动机等标准，展示和评估一个多用户虚拟修复病例规划环境。
虚拟病例规划环境由两个不同的虚拟环境组成——入口区域和病例规划环境。学生和讲师使用VR眼镜Oculus Quest 2（Meta Quest）访问该环境。在修复病例规划研讨会上，所有参与者都以牙齿化身（磨牙）的形式出现，并且能够进行交流。这些自愿参加的虚拟病例规划研讨会在临床修复课程（四年级和五年级）中举行。要求学生填写一份包含15个问题的问卷，这些问题分为四类，每类由11点李克特量表进行评估：感知临场感/沉浸感、认知负荷、动机和真实性。组建了一个消极焦点小组和一个积极焦点小组，每个小组由三名学生组成，他们回答三个引导性问题。进行了探索性数据分析，显著性水平设定为p = 0.05。
98名学生中共有64名参加了虚拟研讨会。结果表明，学生们在虚拟研讨会环境中感觉非常舒适，并且能够很好地专注于内容，这在临场感/沉浸感方面主要表现为积极的结果。认知负荷和真实性方面呈现出积极结果。特别是，学生的动机得分很高（中位数：2.1 - 2.6；四分位距：3.9）。如有必要，应降低认知负荷以提高注意力。网络晕动症对一些学生来说是一个挑战，以及互联网连接的技术要求，这些都需要解决。尽管如此，虚拟病例规划研讨会是激励新一代学生的重要工具。
研究结果表明，学生们在虚拟研讨会环境中感觉非常舒适，并且能够很好地专注于内容。修复病例规划得到了很好的理解，学生们很快就熟悉了这个环境。可以降低认知负荷以提高注意力。特别是，学生的动机得分很高。网络晕动症对一些学生来说是一个挑战，以及互联网连接的技术要求，这些都需要解决。
