Kim Eun-Ae, Cho Keun-Ja
Korea National Fire Agency 119, Korea National Fire Academy, Sejong-si, Korea.
Department of Emergency Medical Service, Kongju National University, Gongju-si, Korea.
Iran J Public Health. 2023 Jul;52(7):1428-1438. doi: 10.18502/ijph.v52i7.13244.
We compared the educational effects of two training methods that have gained momentum: medical virtual reality (medi-VR) simulation and flipped learning.
Firefighters (n=128; 116 men and 12 women; mean age=28 years) in training from the Emergency Educational Simulation Center of Korea National Fire Service Academy, Gongju-si, Korea, were randomly assigned to two groups: medi-VR simulation and flipped learning in 2022. The participants were trained to perform cardiopulmonary resuscitation (CPR) using medi-VR simulation and the flipped learning methods. CPR self-efficacy, knowledge, performance, class immersion, and class satisfaction were compared between the groups. To analyze educational effects, paired and independent -tests were performed.
The post-education scores for CPR performance knowledge and CPR performance were significantly higher in the medi-VR simulation group compared to the flipped learning counterparts (<0.001). Moreover, despite the lack of a significant difference between the groups, post-education scores for self-efficacy, class immersion, and class satisfaction showed a positive effect on learning.
Medi-VR simulation can be utilized as effective educational intervention, while providing a new direction for teaching methods.
我们比较了两种渐趋流行的培训方法的教育效果：医学虚拟现实（medi-VR）模拟和翻转课堂。
2022年，韩国忠清南道公州市韩国国家消防局学院应急教育模拟中心的消防员（n = 128；116名男性和12名女性；平均年龄 = 28岁）被随机分为两组：medi-VR模拟组和翻转课堂组。参与者接受了使用medi-VR模拟和翻转课堂方法进行心肺复苏（CPR）的培训。比较了两组之间的CPR自我效能感、知识、操作表现、课堂沉浸感和课堂满意度。为了分析教育效果，进行了配对和独立t检验。
与翻转课堂组相比，medi-VR模拟组的CPR操作知识和CPR操作的教育后得分显著更高（<0.001）。此外，尽管两组之间没有显著差异，但自我效能感、课堂沉浸感和课堂满意度的教育后得分对学习有积极影响。
Medi-VR模拟可作为有效的教育干预手段，同时为教学方法提供新的方向。
