Abstract
BackgroundEmergency medical practices are often team efforts. Training for various tasks and collaborations may be carried out in virtual environments. Although promising results exist from studies of serious games, little is known about the subjective reactions of learners when using multiplayer virtual world (MVW) training in medicine.ObjectiveThe objective of this study was to reach a better understanding of the learners’ reactions and experiences when using an MVW for team training of cardiopulmonary resuscitation (CPR).MethodsTwelve Swedish medical students participated in semistructured focus group discussions after CPR training in an MVW with partially preset options. The students’ perceptions and feelings related to use of this educational tool were investigated. Using qualitative methodology, discussions were analyzed by a phenomenological data-driven approach. Quality measures included negotiations, back-and-forth reading, triangulation, and validation with the informants.ResultsFour categories characterizing the students’ experiences could be defined: (1) Focused Mental Training, (2) Interface Diverting Focus From Training, (3) Benefits of Practicing in a Group, and (4) Easy Loss of Focus When Passive. We interpreted the results, compared them to findings of others, and propose advantages and risks of using virtual worlds for learning.ConclusionsBeneficial aspects of learning CPR in a virtual world were confirmed. To achieve high participant engagement and create good conditions for training, well-established procedures should be practiced. Furthermore, students should be kept in an active mode and frequent feedback should be utilized. It cannot be completely ruled out that the use of virtual training may contribute to erroneous self-beliefs that can affect later clinical performance.
Highlights
New generations of students, having grown up playing videogames and computer games, embrace these technologies for learning [1,2]
It cannot be completely ruled out that the use of virtual training may contribute to erroneous self-beliefs that can affect later clinical performance. (JMIR Serious Games 2016;4(2):e22) doi:10.2196/games
These assessments revealed that the level of mental strain in general was low and stable and concentration was moderate
Summary
New generations of students, having grown up playing videogames and computer games, embrace these technologies for learning [1,2]. It has been shown that videogames used for entertainment may possess a transferable effect to medical skills [3]. Several reports on benefits of this learning tool exist in the medical field [7,8,9,10]. Skills and procedures taking place in group settings (as is often the case in the medical field) may potentially utilize training in multiplayer virtual worlds (MVWs) [11,12]. In contrast to so called virtual patients, MVWs enable training for teamwork skills, such as team coordination and team communication. Promising results exist from studies of serious games, little is known about the subjective reactions of learners when using multiplayer virtual world (MVW) training in medicine
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