Department for health, University of Bath, Bath, United Kingdom.
School of Medicine, Dentistry and Biomedical Sciences, Queen's University of Belfast, Belfast, United Kingdom.
PLoS One. 2023 Aug 2;18(8):e0275766. doi: 10.1371/journal.pone.0275766. eCollection 2023.
Immersive technology is becoming more widespread in simulation-based medical education with applications that both supplement and replace traditional teaching methods. There is a lack of validated measures that capture user experience to inform of the technology utility. We aimed to establish a consensus of items and domains that different simulation experts would include in a measure for immersive technology use.
A 3-stage modified Delphi using online software was conducted to support the conceptual framework for the proposed measure. The first round was informed by prior work on immersive technology in simulation. In the first round, participants were asked to describe what we could measure in simulation-based education and technology. Thematic analysis generated key themes that were presented to the participants in the second round. Ranking of importance in round 2 was determined by mean rank scores. The final round was an online meeting for final consensus discussion and most important domains by experts were considered.
A total of 16 simulation experts participated in the study. A consensus was reached on the ideal measure in immersive technology simulation that would be a user questionnaire and domains of interest would be: what was learnt, the degree of immersion experienced, fidelity provided, debrief, psychological safety and patient safety. No consensus was reached with the barriers that this technology introduces in education.
There is varied opinion on what we should prioritise in measuring the experience in simulation practice. Importantly, this study identified key areas that aids our understanding on how we can measure new technology in educational settings. Synthesising these results in to a multidomain instrument requires a systematic approach to testing in future research.
沉浸式技术在基于模拟的医学教育中越来越普及，其应用既补充又取代了传统的教学方法。目前缺乏有效的衡量标准来捕捉用户体验，以了解技术的实用性。我们旨在就不同模拟专家在沉浸式技术使用衡量标准中应包含的项目和领域达成共识。
使用在线软件进行了 3 阶段的改良 Delphi 研究，以支持拟议衡量标准的概念框架。第一轮研究是基于模拟中的沉浸式技术的前期工作。在第一轮中，要求参与者描述我们可以在基于模拟的教育和技术中衡量什么。主题分析生成了关键主题，并在第二轮中呈现给参与者。第二轮的重要性排名是通过平均排名分数确定的。最后一轮是专家进行最终共识讨论的在线会议，并考虑了最重要的领域。
共有 16 名模拟专家参与了这项研究。就沉浸式技术模拟的理想衡量标准达成了共识，即用户问卷，感兴趣的领域将是：学到了什么、体验到的沉浸程度、提供的逼真度、辅导、心理安全性和患者安全性。对于该技术在教育中引入的障碍，没有达成共识。
在衡量模拟实践中的体验时，我们应该优先考虑什么，这存在不同的意见。重要的是，这项研究确定了关键领域，有助于我们了解如何在教育环境中衡量新技术。在未来的研究中，需要系统地测试这些结果，以综合成一个多领域的工具。
