Veterinary Teaching Hospital, College of Veterinary Medicine, Colorado State University, 300 W. Drake Rd., Fort Collins, CO 80523 USA.
Veterinary Teaching Hospital, Clinical Sciences, College of Veterinary Medicine, Colorado State University, 300 W. Drake Rd., Fort Collins, CO 80523 USA.
J Vet Med Educ. 2024 Jun;51(3):412-420. doi: 10.3138/jvme-2022-0140. Epub 2023 Sep 7.
The study objective was to assess acceptability, feasibility, likeability, and applicability of interactive virtual reality with feedback loops (VR) to teach and assess veterinary anesthesia machine operation. Data from 60 students were analyzed. Students learned and trained how to use the anesthesia machine components and connections and performed safety checks (such as the pressure check) using real and VR machines. Competency was assessed with oral/practical and VR exams. A questionnaire survey gathered student affective skill perception toward VR for education. Students perceived VR for veterinary education as positive, useful, likeable, and helpful to learn the anesthesia machine. VR appeared to increase cognitive load, inducing lower VR exam scores of 100 (92.4-97.9) when compared to oral/practical exams of 100 (98-99.8) with = .018. Training times with either real or VR anesthesia machines were similar ( = .71). A positive correlation was found between VR training times and VR exam scores (Spearman's correlation coefficient 0.5; < .001). No correlations were identified between oral/practical exam scores and training times. Seventy two percent of the students ( = 43) had never used VR before. Prior VR experience was not necessary to train using VR. Computer glitches and cybersickness are important drawbacks to consider when using VR for education. The study demonstrated that interactive, immersive VR received favorable reactions from students. The VR incorporated educational feedback loops can be utilized as a simulation trainer for veterinary education. However, inherent limitations should be considered.
本研究旨在评估具有反馈回路的交互式虚拟现实（VR）在教授和评估兽医麻醉机操作方面的可接受性、可行性、喜好度和适用性。对 60 名学生的数据进行了分析。学生通过真实和 VR 机器学习和训练如何使用麻醉机组件和连接，并进行安全检查（如压力检查）。通过口头/实践和 VR 考试评估能力。问卷调查收集了学生对 VR 教育的情感技能感知。学生认为兽医教育中的 VR 是积极的、有用的、喜欢的、有助于学习麻醉机。与口头/实践考试的 100 分（98-99.8）相比，VR 考试的分数较低，为 100 分（92.4-97.9），差异有统计学意义（ <.018）。使用真实或 VR 麻醉机的培训时间相似（ =.71）。VR 培训时间与 VR 考试成绩之间存在正相关关系（Spearman 相关系数 0.5； <.001）。口头/实践考试成绩与培训时间之间没有相关性。72%的学生（n=43）以前从未使用过 VR。使用 VR 进行培训之前不需要 VR 体验。计算机故障和网络眩晕是在使用 VR 进行教育时需要考虑的重要缺点。本研究表明，互动式、沉浸式 VR 受到了学生的好评。具有教育反馈回路的 VR 可以作为兽医教育的模拟训练器。然而，应该考虑到其固有的局限性。
