基于图像和教科书的初级住院医师操作技能虚拟现实培训：一项概念验证研究。

Image-based and textbook-based virtual reality training on operational skills among junior residents: a proof of concept study.

作者信息

Lin Wan-Ni, Chuang Hai-Hua, Chao Yi-Ping, Hsin Li-Jen, Kang Chung-Jan, Fang Tuan-Jen, Li Hsueh-Yu, Lee Li-Ang

机构信息

Department of Otorhinolaryngology-Head and Neck Surgery, Linkou Medical Center, Chang Gung Memorial Hospital, No. 5, Fu-Hsing Street, Gueishan District, Taoyuan, 33305, Taiwan.

School of Medicine, Graduate Institute of Clinical Medicine Sciences, College of Medicine, Chang Gung University, Taoyuan, Taiwan.

出版信息

BMC Med Educ. 2025 May 7;25(1):668. doi: 10.1186/s12909-025-07245-0.

DOI:10.1186/s12909-025-07245-0

PMID:40336062

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12060568/

Abstract

BACKGROUND

Operational training is a key component of resident education. Recently, innovative virtual reality (VR) training methods have been introduced to enhance training efficiency. Image-based VR (IBVR), which incorporates cognitive load, is theorized to improve task performance. However, the impact of IBVR on learning outcomes requires further investigation. This study aims to assess the efficacy of IBVR compared to textbook-based VR (TBVR) in teaching operational skills to junior residents.

METHODS

In a prospective cross-over pilot study, ten volunteers were randomly assigned to either the IBVR-TBVR or TBVR-IBVR group. Participants engaged in four learning sessions using either IBVR or TBVR modules during the first phase. Performance was assessed using quizzes, and Milestone/Direct Observation of Procedural Skills (DOPS) ratings on real patients. After one month, participants switched to the alternate VR module for further training. Cognitive load and stress were assessed during each session through questionnaires and heart rate variability (HRV). At the end of the study, learning satisfaction, experience, and overall effectiveness were evaluated using a global satisfaction scale, the AttrakDiff2 questionnaire, and group interviews. Qualitative data were analyzed using a thematic analysis framework.

RESULTS

The IBVR module yielded significantly better Milestone (p = 0.04), and DOPS (p < 0.01) scores compared to TBVR. There were no significant differences in knowledge gain, cognitive load, or HRV between the two modules. TBVR was favored in terms of global satisfaction (p = 0.03), hedonic stimulation (p = 0.01), and hedonic identification (p = 0.03), whereas IBVR was perceived as a more immersive and enriching experience. The majority (70%) of participants reported a positive experience with IBVR, while 50% expressed positive feedback regarding TBVR. Thematic analysis identified two key themes: usability of instructional content and ease of engagement.

CONCLUSION

Although TBVR yielded higher learner satisfaction and hedonic appeal, IBVR resulted in greater improvements in operational performance and was positively received by most participants. This proof-of-concept study highlights the complementary strengths of both VR approaches and calls for further research to validate these preliminary findings and inform the design of effective VR-based surgical education strategies.

TRIAL REGISTRATION

Clinicaltrials.gov NCT03501641; https://clinicaltrials.gov/ct2/show/NCT03501641 ; date of registration: April 18, 2018.

摘要

背景

操作培训是住院医师教育的关键组成部分。最近，创新的虚拟现实（VR）培训方法已被引入以提高培训效率。基于图像的VR（IBVR）纳入了认知负荷，理论上可以提高任务表现。然而，IBVR对学习成果的影响需要进一步研究。本研究旨在评估与基于教科书的VR（TBVR）相比，IBVR在向初级住院医师教授操作技能方面的效果。

方法

在一项前瞻性交叉试点研究中，十名志愿者被随机分配到IBVR-TBVR组或TBVR-IBVR组。参与者在第一阶段使用IBVR或TBVR模块进行四次学习课程。通过测验以及对真实患者的里程碑/程序技能直接观察（DOPS）评分来评估表现。一个月后，参与者切换到另一种VR模块进行进一步培训。在每次课程期间，通过问卷调查和心率变异性（HRV）评估认知负荷和压力。在研究结束时，使用整体满意度量表、AttrakDiff2问卷和小组访谈来评估学习满意度、体验和整体效果。使用主题分析框架对定性数据进行分析。

结果

与TBVR相比，IBVR模块产生的里程碑（p = 0.04）和DOPS（p < 0.01）分数明显更好。两个模块在知识获取、认知负荷或HRV方面没有显著差异。在整体满意度（p = 0.03）、享乐刺激（p = 0.01）和享乐识别（p = 0.03）方面，TBVR更受青睐，而IBVR被认为是一种更具沉浸感和丰富性的体验。大多数（70%）参与者报告对IBVR有积极体验，而50%对TBVR表达了积极反馈。主题分析确定了两个关键主题：教学内容的可用性和参与的便利性。