Alexander Seth M, Friedman Vince, Rerkpattanapipat Pirapat M, Hiatt William A, Heneghan Jeremiah S, Hubal Robert, Lee Yueh Z
Health Sciences, University of North Carolina School of Medicine, Chapel Hill, USA.
Internal Medicine and Pediatrics, Vanderbilt University Medical Center, Nashville, USA.
Cureus. 2024 Aug 5;16(8):e66209. doi: 10.7759/cureus.66209. eCollection 2024 Aug.
Extended reality (XR) simulations are becoming increasingly common in educational settings, particularly in medical education. Advancing XR devices to enhance these simulations is a booming field of research. This study seeks to understand the value of a novel, non-wearable mixed reality (MR) display during interactions with a simulated holographic patient, specifically in taking a medical history. Twenty-one first-year medical students at the University of North Carolina at Chapel Hill participated in the virtual patient (VP) simulations. On a five-point Likert scale, students overwhelmingly agreed with the statement that the simulations helped ensure they were progressing along learning objectives related to taking a patient history. However, they found that, at present, the simulations can only partially correct mistakes or provide clear feedback. This finding demonstrates that the novel hardware solution can help students engage in the activity, but the underlying software may need adjustment to attain sufficient pedagogical validity.
扩展现实（XR）模拟在教育环境中越来越普遍，尤其是在医学教育领域。改进XR设备以增强这些模拟是一个蓬勃发展的研究领域。本研究旨在了解一种新型非可穿戴混合现实（MR）显示器在与模拟全息患者互动过程中的价值，特别是在获取病史方面。北卡罗来纳大学教堂山分校的21名一年级医学生参与了虚拟患者（VP）模拟。在五点李克特量表上，学生们压倒性地同意模拟有助于确保他们在与获取患者病史相关的学习目标上取得进展这一说法。然而，他们发现，目前模拟只能部分纠正错误或提供明确反馈。这一发现表明，这种新型硬件解决方案可以帮助学生参与活动，但底层软件可能需要调整以获得足够的教学有效性。
