Tsang Hamilton C, Morse Ryan J, Zhang Jing, Bui Tho, Emrich Brooke, Hasan Rida A, Lieberman Joshua A
Department of Laboratory Medicine and Pathology, University of Washington School of Medicine, Seattle, WA, United States.
Am J Clin Pathol. 2025 Jun 3;163(6):936-946. doi: 10.1093/ajcp/aqaf031.
This study aimed to enhance medical education by integrating virtual reality (VR) tours into the clinical pathology curriculum, comparing VR with traditional didactic methods.
Seven 360° VR tours were developed for the Microbiology and Transfusion Services laboratories. A controlled crossover study involved 171 medical students (83% MS4) from April 2021 to April 2023. Students were randomly assigned to either the VR or PowerPoint (PP) presentation groups. Surveys and assessments measured understanding, interactivity, relevance, and engagement.
With more than a 90% response rate, VR participants rated the interactivity significantly higher than PP participants (mean, 4.48 vs 3.48; P < .001). The VR format also showed higher scores for understanding the laboratory environment (mean, 4.38; P = .6) and engagement (mean, 4.21; P = .004). Although assessment scores were slightly lower for VR participants (6.2 vs 6.5; P = .1), the VR tours increased engagement and provided a more interactive learning experience.
Integrating 360° VR tours into the clinical pathology curriculum enhances interactivity and learner engagement, offering a scalable solution for remote learning. This method addresses the limitations of traditional remote learning, promoting a more immersive educational experience.
本研究旨在通过将虚拟现实（VR）参观融入临床病理学课程来加强医学教育，并将VR与传统教学方法进行比较。
为微生物学和输血服务实验室开发了7个360°VR参观。一项对照交叉研究纳入了2021年4月至2023年4月期间的171名医学生（83%为四年级医学生）。学生被随机分配到VR组或PowerPoint（PP）演示组。通过调查和评估来衡量理解、互动性、相关性和参与度。
回复率超过90%，VR组参与者对互动性的评分显著高于PP组参与者（均值分别为4.48和3.48；P<0.001）。VR形式在理解实验室环境方面也得分更高（均值为4.38；P=0.6），在参与度方面也是如此（均值为4.21；P=0.004）。尽管VR组参与者的评估得分略低（6.2对6.5；P=0.1），但VR参观提高了参与度，并提供了更具互动性的学习体验。
将360°VR参观融入临床病理学课程可增强互动性和学习者参与度，为远程学习提供了一种可扩展的解决方案。这种方法解决了传统远程学习的局限性，促进了更具沉浸感的教育体验。
