Developing Virtual Reality Trauma Training Experiences Using 360-Degree Video: Tutorial.

Devika Patel,Eric R Williams,Patrick Martin-Tuite,Christopher Peabody,Joshua Feler,Amy Tan,John Bowditch,Jonathan Freise,Lara Zena Chehab,Jessica Hawkins,Sophia Pink,Jerome Wang,Phillip Kim,Benjamin S Alpers,Amanda Sammann

doi:10.2196/22420

Abstract

Historically, medical trainees were educated in the hospital on real patients. Over the last decade, there has been a shift to practicing skills through simulations with mannequins or patient actors. Virtual reality (VR), and in particular, the use of 360-degree video and audio (cineVR), is the next-generation advancement in medical simulation that has novel applications to augment clinical skill practice, empathy building, and team training. In this paper, we describe methods to design and develop a cineVR medical education curriculum for trauma care training using real patient care scenarios at an urban, safety-net hospital and Level 1 trauma center. The purpose of this publication is to detail the process of finding a cineVR production partner; choosing the camera perspectives; maintaining patient, provider, and staff privacy; ensuring data security; executing the cineVR production process; and building the curriculum.

Highlights

Virtual Reality in Medical Education Emergency and inpatient medical training has historically occurred in an apprentice style of teaching
In doing so, we demonstrate the feasibility for a small group to explore Virtual reality (VR) simulation and encourage other groups to undertake more VR filming projects
To allow viewers to experience their colleagues’ perspective, we identified the key personnel to capture in the cineVR as (1) team “leader”, (2) nurse, (3) airway provider, (4) attending physician, (5) charting nurse, and (6) patient

Summary

Introduction

Virtual Reality in Medical Education Emergency and inpatient medical training has historically occurred in an apprentice style of teaching. The famous adage “see one, do one, teach one” describes the process where trainees would observe a procedure once, perform that procedure themselves, and subsequently teach others how to perform it This learning process traditionally takes place in the context of real patient care, which inevitably results in increased medical errors as the learner practices their skills [1]. 1 (page number not for citation purposes) improve the competency of trainees while decreasing medical errors. This increases patient safety and improves the learner’s clinical skills by allowing for repetitive practice of the intended skills coupled with specific and informative feedback that results in better skills performance [1,2,3]. Medical simulation is an effective and well-established teaching tool, most methods depend on expensive models, require specific equipment and manpower, and are commonly considered to be low-fidelity and artificial to allow suspension of disbelief and immersion in the simulation [6,7,8,9,10]

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