Use Of Virtual Reality In Training Research Articles

Research and implementation of virtual reality technology to build 3D application that simulates the disassembly and assembly of equipment and weapons (DASim)

Disassembly and assembly of equipment and weapons (E&W) is a regular work of great importance in the military. Implementing the right procedures and quickly will help increase efficiency and ensure the safety for the citizens and weapons. However, the training and training of cadres, technical staff, trainees and soldiers to master the skills of disassembling equipment and weapons takes a lot of time and resources, and there are also many risks in the practice process. Virtual reality (VR) application is a time-saving and effective solution for training knowledge and training weapons disassembly skills, not only allowing users to interact with a virtual environment like reality, but also minimize potential risks in the process of practicing with real equipment and weapons, without mastering the process of disassembly and maintenance.
 In this paper, the research team will present the approach, build an algorithm and design a software program to simulate the disassembly of weapons equipment using 3D virtual reality technology. The software consists of three main modules: theory, practice, testing, helping officials, technical staff, trainees, and soldiers to master knowledge from theory to practice process, forming skills before operating directly on real weapons. The study concretizes through the example of establishing the content of the structure, disassembly process and practice of disassembling AK submachine guns, 7.62 mm PKMS. In addition, the paper will also evaluate the effectiveness of the use of VR in training and training personnel to disassemble and assemble weapons.

Ready Medic One: A Feasibility Study of a Semi-Autonomous Virtual Reality Trauma Simulator

Introduction: Virtual reality (VR) technologies have rapidly advanced and offer increasingly higher fidelity visually immersive learning environments. Several studies have shown promise for using VR in medical education. This pilot study evaluates the feasibility of using a novel VR trauma simulator that can function without an instructor, assessing potential challenges with the technology, perceived realism of the simulation, side effects experienced while completing the simulations, and overall perception of training utility from end-users.Methods: This was a single-center prospective cohort study completed at Madigan Army Medical Center Emergency Department. Participants were enrolled using convenience sampling. They completed surveys before and after completing a trauma simulation. Each participant underwent a 10-min simulation orientation and subsequently completed a self-directed trauma simulation involving massive hemorrhage, tension pneumothorax, or airway obstruction case. The simulation utilized a gaming laptop and a Microsoft Mixed Reality© headset and controllers. Survey data was analyzed using descriptive statistics and subgroup analyses.Results: Seventeen participants were enrolled and completed pre-and post-surveys. Study participants were predominantly male and represented all clinical roles in the emergency department (ED). Overall, participants indicated the training environment felt realistic (AV 8.3/10, SD 1.4, 95% CI 7.6, 8.0) and supported further use of this technology in training (AV 9.3/10, SD 0.99, 95% CI 8.8, 9.8). There was a statistically significant correlation between participants who responded, “I would support further use of this technology in my training” (likert greater than 8/10) and several other responses. Individuals who supported further use of VR in training were more likely to have fewer years of clinical experience, have more experience with 2D (desktop) computer training, reported realistic clinical changes within the simulator, indicated the environment was realistic, and supported the addition of VR to mannequin-based training.Conclusion: The results indicate it may be possible to create realistic dynamic VR simulations that function without an instructor, and that medical personnel may be supportive of integrating VR technology into medical education. This seems most likely for younger individuals, with less experience, who have found computer based medical training helpful in the past. Future research could focus on methods to minimize side effects, and how VR technology can best augment current training techniques and curricula.

449 Exploring the Use of Virtual Reality in Dermatology Surgery Training

Abstract Introduction The role of technology in surgery is continuously evolving, with the use of Virtual Reality (VR) transcending specialties for both practical and educational purposes. VR measures, analyses, and incorporates information into computer-generated environments and has been increasingly used in dermatology. We performed a literature review to assess the merits of VR for dermatological surgery training. Method A literature search of PubMed was conducted using the key words “surgery”, “dermatology” and “virtual”. Primary studies assessing the merits of VR for dermatological surgery training were included. Results Of 51 articles found, 7 discussed the application of VR in dermatological surgery. Proposed benefits include improved knowledge-retention in trainees, possibly due to the removal of time restrictions imposed with physical cases, as well as increased exposure to rarer presentations. However, concerns include cost considerations and reduced opportunities for developing communication skills. Although VR tools for practicing communication exist, their effectiveness and impact on behaviour remain undetermined. Conclusions The use of VR for training in other surgical specialties, alongside demonstrated benefits in the use of VR for dermatological surgery, lends merit to further assessment and incorporation of VR in dermatology training. However, clinicians should be wary of neglecting “soft skills,” such as communication.