Departments of Medicine and Health Administration, Virginia Commonwealth University School of Medicine, Richmond.
Departments of Medicine and Health Administration, Virginia Commonwealth University School of Medicine, Richmond; Virginia Commonwealth University School of Medicine Technology Services (VCU SOMTech), Richmond.
Am J Med. 2024 Dec;137(12):1272-1275.e1. doi: 10.1016/j.amjmed.2024.08.003. Epub 2024 Aug 14.
Gaining familiarity with bedside procedures during medical school is essential for preparing medical students for intern year. However, this is often not a core component of undergraduate medical education, and students often feel unprepared to perform bedside procedures upon graduation from medical school. Extended reality technologies have rapidly developed in the past few years, become more accessible, and show great promise in education, most recently in healthcare. We aim to show the feasibility and usability of a mixed-reality lumbar puncture simulated experience.
We created the mixed-reality simulation by filming a procedure conducted by an expert on a lumbar puncture simulator from the first-person view. We performed a study to assess the feasibility and usability of mixed-reality lumbar puncture training compared with traditional faculty-led high-fidelity mannikin-based simulation training. Fourth-year medical students were randomly selected to participate in the mixed-reality lumbar puncture training. Students watched the virtual first-person teaching via a virtual reality headset while mimicking hand movements on a lumbar puncture mannikin. Faculty taught students in the traditional high-fidelity group in small groups before practicing on the high-fidelity manikin. Students in both groups then performed the procedure entirely with performance assessed via a standardized checklist. Number of attempts to achieve a predetermined minimum passing score were recorded, and students were also surveyed regarding their experience with both simulations.
Fifty-nine percent of students felt comfortable using mixed reality as a training modality with less than 6% having any prior extended reality experience. More than 55% felt the mixed-reality experience was as effective as the traditional high-fidelity simulation training. Many students (72%) desired more mixed-reality opportunities. In terms of performance, 58.8% of students in the mixed-reality group vs 65.5% in the traditional group completed the checklist in 1 attempt (P = .79).
We demonstrate that mixed reality is an acceptable and effective modality to train health care professionals in lumbar punctures with opportunities to further enhance the immersive learning experience.
在医学院获得床边操作的经验对于医学生准备实习至关重要。然而，这通常不是本科医学教育的核心组成部分，学生毕业后往往对执行床边操作感到准备不足。扩展现实技术在过去几年中迅速发展，变得更加普及，并在教育领域，尤其是在医疗保健领域中展现出巨大的潜力。我们旨在展示混合现实腰椎穿刺模拟体验的可行性和可用性。
我们通过从第一人称视角拍摄专家在腰椎穿刺模拟器上进行的操作，创建了混合现实模拟。我们进行了一项研究，以评估混合现实腰椎穿刺培训与传统的由教师主导的高保真模拟培训相比的可行性和可用性。我们随机选择四年级医学生参加混合现实腰椎穿刺培训。学生通过虚拟现实头戴式设备观看虚拟的第一人称教学，同时在腰椎穿刺模型上模仿手部动作。在小组中，教师在传统的高保真小组中教授学生，然后在高保真模型上进行练习。两组学生都通过标准化检查表评估操作来完成整个过程。记录达到预定最低及格分数的尝试次数，学生还对两种模拟的体验进行了调查。
59%的学生觉得使用混合现实作为培训模式很舒服，只有不到 6%的学生有过任何扩展现实体验。超过 55%的学生认为混合现实体验与传统的高保真模拟培训一样有效。许多学生（72%）希望有更多的混合现实机会。在表现方面，混合现实组中有 58.8%的学生与传统组中有 65.5%的学生在一次尝试中完成了检查表（P=0.79）。
我们证明混合现实是一种可以接受且有效的培训医疗保健专业人员进行腰椎穿刺的模式，有机会进一步增强沉浸式学习体验。
