Department of General Medicine, Guangdong Provincial Key Laboratory of Major Obstetric Diseases, Guangdong Provincial Clinical Research Center for Obstetrics and Gynecology, The Third Affiliated Hospital, Guangzhou Medical University, Guangzhou, People's Republic of China.
Department of Emergency Surgery, Guangdong Provincial Key Laboratory of Major Obstetric Diseases, Guangdong Provincial Clinical Research Center for Obstetrics and Gynecology, The Third Affiliated Hospital of Guangzhou Medical University, 63 DuoBao Road, Guangzhou, Guangdong, 510150, People's Republic of China.
BMC Med Educ. 2024 Aug 9;24(1):859. doi: 10.1186/s12909-024-05862-9.
In recent years, the traditional simulation-based medical teaching approach has faced challenges in meeting the requirements of practical emergency medicine education. This study utilized open-source tools and software to develop immersive panoramic videos using virtual reality technology for emergency medical teaching. It aims to investigate the efficacy of this novel teaching methodology. This transformation shifted the focus from physical simulation to virtual simulation in medical education, establishing a metaverse for emergency medical teaching.
In accordance with the curriculum guidelines, the instructors produced panoramic videos demonstrating procedures such as spinal injury management, humeral fracture with abdominal wall intestinal tube prolapse, head and chest composite injuries, cardiopulmonary resuscitation, and tracheal intubation. Using Unity software, a virtual training application for bronchoscopy was developed and integrated into the PICO4 VR all-in-one device to create a metaverse teaching environment. Fourth-year medical undergraduate students were allocated into either an experimental group (n = 26) or a control group (n = 30) based on student IDs. The experimental group received instruction through the metaverse immersive teaching method, while the control group followed the traditional simulation-based medical teaching approach. Both groups participated in theoretical and practical lessons as usual. Subsequently, all students underwent a four-station Objective Structured Clinical Examination (OSCE) to assess the effectiveness of the teaching methods based on their performance. Additionally, students in the experimental group provided subjective evaluations to assess their acceptance of the new teaching approach.
Before the training commenced, there were no significant statistical differences in the first aid test scores between the experimental and control groups. Following the training, the experimental group outperformed the control group in the four-station OSCE examination, with all P-values being less than 0.05. The satisfaction rate among the experimental group regarding the new teaching method reached 88.46%, reflecting levels of satisfaction and extreme satisfaction.
The open-source metaverse immersive teaching method has demonstrated a positive impact on enhancing the emergency skills of medical undergraduate students, with a high level of acceptance among students. In comparison to traditional simulated medical teaching methods, this approach requires less time and space, incurring lower costs, and is deemed worthy of wider adoption.
近年来，传统的基于模拟的医学教学方法在满足实用急诊医学教育的要求上面临挑战。本研究使用开源工具和软件，利用虚拟现实技术为急诊医学教学开发沉浸式全景视频。目的是调查这种新教学方法的疗效。这种转变将医学教育中的重点从物理模拟转移到虚拟模拟，为急诊医学教学建立了一个元宇宙。
根据课程指南，教师制作了演示脊柱损伤管理、肱骨骨折伴腹壁肠管脱垂、头部和胸部复合伤、心肺复苏和气管插管等程序的全景视频。使用 Unity 软件，为支气管镜检查开发了一个虚拟培训应用程序，并将其集成到 PICO4 VR 一体机设备中，创建了一个元宇宙教学环境。根据学生 ID，将四年级医学生分为实验组（n=26）和对照组（n=30）。实验组通过元宇宙沉浸式教学方法接受教学，对照组则采用传统的基于模拟的医学教学方法。两组学生都照常参加理论和实践课程。随后，所有学生都参加了四项客观结构化临床考试（OSCE），根据他们的表现评估教学方法的有效性。此外，实验组的学生对新教学方法的接受程度进行了主观评价。
在培训开始前，实验组和对照组的急救测试成绩没有统计学上的显著差异。培训后，实验组在四项 OSCE 考试中的表现优于对照组，所有 P 值均小于 0.05。实验组对新教学方法的满意度达到 88.46%，反映了满意度和非常满意度的水平。
开源元宇宙沉浸式教学方法对提高医学生的急诊技能产生了积极影响，学生的接受程度很高。与传统的模拟医学教学方法相比，这种方法需要的时间和空间更少，成本更低，值得更广泛的采用。
