Junga Anna, Schulze Henriette, Scherzer Sönke, Hätscher Ole, Bozdere Philipp, Schmidle Paul, Risse Benjamin, Marschall Bernhard
Institute of Education and Student Affairs, University of Münster, Niels-Stensen-Straße 12, Münster, 48149, Germany.
Department of Psychology, University of Münster, Münster, Germany.
BMC Med Educ. 2024 Dec 3;24(1):1413. doi: 10.1186/s12909-024-06337-7.
The emergence of virtual reality (VR) for medical education enables a range of new teaching opportunities. Skills and competences can be trained that cannot be demonstrated in any other way due to physical or ethical limitations. Immersion and presence may play an important role for learning in this context. This study investigates whether this VR-based, immersive software is an effective tool for assessing medical learning objectives by comparing behavioral outcomes in VR and actor-based simulations, and examines how these behaviors relate to immersion levels and their impact on learning success.
To evaluate the effectiveness of the new teaching method, objective behavioral outcomes were identified as part of a dermatological learning unit and VR as a method was compared with actor-based simulation training. In addition, subjective questionnaires were collected to compare the levels of immersion in both concepts.
It was shown that primary learning objectives can be addressed well in VR. However, secondary learning objectives that fall into the field of basic skills seem to be delivered better in the actor-based training than in VR. This appears to be an effect of weaker immersion measured in VR training.
It can be said that the implementation of basic skills training depends largely on the level of immersion in the teaching method used. While primary learning subjectives can be trained and assessed well, at present, it does not appear to be fully possible to train secondary skills with the technical status quo in VR. However, the observation of secondary learning objectives can serve as an indicator for the assessment of immersion in the future.
虚拟现实（VR）在医学教育中的出现带来了一系列新的教学机会。由于身体或伦理限制而无法以其他方式展示的技能和能力可以得到训练。在这种情况下，沉浸感和临场感可能对学习起着重要作用。本研究通过比较VR和基于演员的模拟中的行为结果，调查这种基于VR的沉浸式软件是否是评估医学学习目标的有效工具，并研究这些行为与沉浸水平的关系以及它们对学习成功的影响。
为了评估这种新教学方法的有效性，在一个皮肤病学学习单元中确定了客观行为结果，并将VR作为一种方法与基于演员的模拟训练进行比较。此外，还收集了主观问卷以比较两种概念中的沉浸水平。
结果表明，VR能够很好地实现主要学习目标。然而，属于基本技能领域的次要学习目标在基于演员的训练中似乎比在VR中传授得更好。这似乎是VR训练中测量到的沉浸感较弱的结果。
可以说，基本技能训练的实施很大程度上取决于所用教学方法的沉浸水平。虽然主要学习目标可以得到很好的训练和评估，但目前，利用VR的现有技术状态似乎无法完全训练次要技能。然而，对次要学习目标的观察可以作为未来评估沉浸感的一个指标。
