Use Of Virtual Reality Simulation Research Articles

Study of Adverse Factors During Training with Virtual Reality Simulator

Currently, the dynamic development of information technology contributes to the increasingly widespread application of Virtual Reality (VR) as modern and effective methods and training tools used in the process of self-education and/or training related to understanding the essence of the principles of operation and mastering the tasks of operating even complex systems or technical processes through simulating their actions. A significant argument for the use of virtual reality simulators in training uniformed services is the favorable cost-effect ratio and considerations of trainee safety. However, the use of VR simulators may be accompanied by the possibility of side effects or intensified symptoms of the so-called cybersickness. Bearing this in mind, the purpose of this article is to present the results of preliminary studies of adverse factors occurring during training using a VR simulator. The theoretical foundation for empirical research was provided by the results of a conducted review and analysis of literary content. Among the empirical methods, studies were conducted using a simulator sickness questionnaire and a research trial according to the parallel triangulation strategy scheme, involving the simultaneous use of quantitative and qualitative methods. The results obtained in this way can provide a valuable source of information about factors increasing the risk of adverse symptoms of cybersickness and ways of their mitigation, and can serve for further work on their development and application of VR simulators.

Virtual reality to predict paravalvular leak in bicuspid severe aortic valve stenosis in transcatheter aortic valve implants.

Severe aortic stenosis (AS) in bicuspid aortic valves (BAV) is associated with an increased risk of paravalvular leak (PVL) after a transcatheter aortic valve replacement (TAVR). Virtual reality (VR) has been shown to be an effective tool in surgical training, but its utility in clinical practice has not been studied. Here we present the first study to evaluate the use of VR simulation in pre-procedure planning and prediction of PVL in TAVR in patients with severe BAV AS. Twenty-two patients with severe BAV AS undergoing TAVR between 2014 and 2018 at the University of Minnesota were included in the study. VR simulation of TAVR implants was performed and implants were analyzed for PVL. The primary endpoint was the percent circumference of valve malapposition in VR as compared to the severity of PVL on post-procedure echocardiography. The median age was 78.26 years (IQR 63.77-86.79) and 40.9% (n = 9) were female. Our VR model accurately predicted the presence and absence of PVL in all patients (17/17 and 5/5, respectively). The mean circumferential PVL was 3.73 % ± 7.71. The receiver operator characteristic curve showed an area under the curve of 0.83 (0.59-1.00, P = .03) for malapposition in the VR-TAVR simulated model. VR-TAVR implantation may predict PVL in severe BAV AS undergoing TAVR.

Exploring the Interplay of Pro-Environmental Attitudes, Dietary Choices, and Packaging Preferences: A Virtual Reality Restaurant Scenario Study

This research paper delves into the complex relationship between pro-environmental attitudes, dietary preferences, and packaging choices using a Virtual Reality (VR) restaurant scenario. The imperative is to address environmental concerns, particularly plastic waste and greenhouse gas emissions, as they pertain to sectors of the food service sector. This study seeks to understand the factors influencing environmental attitudes and behaviors, with a focus on dietary preferences and packaging choices using a VR restaurant scenario. This study explores connections between gender, education, interventions, and pro-environmental attitudes, as well as the correlation between vegetarian diets and sustainable behaviors. While the results suggest significant correlations between gender and pro-environmental attitudes and a potential connection between adopting vegetarian diets and pro-environmental attitudes, our study emphasizes the nuanced nature of these relationships. The findings underline the importance of interdisciplinary research and strategic interventions for fostering sustainable behaviors and reducing environmental impact. The use of VR simulation adds a novel dimension to understanding individuals’ choices in controlled environments, shedding light on the intricate dynamics of pro-environmental decision making. This paper contributes to the ongoing discourse on sustainable behavior by offering insights into the interplay between personal preferences, environmental awareness, and choices with significant environmental implications.

Digital Learning Technology Usage and Teaching Effectiveness of Business Educators in Nigeria’s South-South Universities

All subjects may be taught well, but a big part of it is how the instructor uses technology to make learning beneficial for the learners. This study investigated the extent to which digital learning technologies’ usage influences the teaching effectiveness of business educators in Nigeria’s South-South universities. Two specific objectives were established and two null hypotheses were tested. The level of significance was set at 0.05. Relevant literature was reviewed. The study adopted a predictive correctional research design. The study participants were 170 business educators from twelve universities in South-South Nigeria. No sample was drawn because the population was manageable. Data was generated using a 24-item Likert scale questionnaire called the "Digital Learning Technologies and Teaching Effectiveness Questionnaire (DLTTEQ). Seven experts from the University of Calabar validated the DLTTEQ. The study’s assumptions were evaluated using simple linear regression. The use of virtual reality simulation and teleconferencing by business educators in Nigeria’s South-South universities was found to significantly predict their teaching effectiveness. Sequel to the research findings, the study recommends that the national government should foster simulation-based education by building a digital learning environment appropriate for Business Education. The insights of this study call for the implementation of international best practices in order to help learners and instructors transition from digital immigrants to electronic natives.

Development of a virtual reality simulation for practitioners

ABSTRACT Within social work education there has been extensive interest and use of simulation for learning purposes. In recent years, this interest has broadened to the use of Virtual Reality Simulation (VRS) for teaching because of the benefits that include a safe environment in which to learn, flexibility and self-efficacy. Several examples of VRS have been developed that range from specifically designed computer-based programs through to Google Cardboard VR. While such efforts are to be lauded, what is missing is a deliberate attempt to build on the knowledge of such developments. This article will detail the creation and implementation of a VRS with Social Work and Early Help practitioners, but unlike previous examples, the study builds on the practitioners’ sense of presence and reality. In doing so, it was found that the practitioners’ practice experience and knowledge influenced their perception of the VRS. This finding has significant implications for the development of VRS for social work, in particular showing that there is a need to make a distinction between students and practitioners, and to appreciate that learners are not passive beings.

Use of Virtual Reality Simulations to Embody a Patient: Exploring the Impact on Nursing Students' Confidence, Feelings, and Perceptions.

Using immersive virtual reality (VR), students are able to physically and emotionally embody patients while interacting in simulated environments with family and health care providers. This pilot study explored how embodying patients with Alzheimer disease and terminal cancer at end of life using highly immersive VR impacted nursing students' confidence, feelings, and perceptions. A quasi-experimental design was used with a convenience sample of bachelor of science in nursing students who completed pre/posttest scaled and open-ended questions. Participants (N = 32) reported significant confidence increases; feelings about dying and hospice were also significantly changed. The majority described how the simulations would impact their future nursing care. Using VR, students experienced disease, dying, and health care from the patient's perspective reporting differences in confidence, feelings, and perceptions. Immersive VR simulations warrant further study and have the potential to transform nursing education and impact health care.

Medical Students’ Education in Disaster Medicine: A Systematic Literature Review of Existing Curricula

Introduction:Disaster Medicine (DM) is currently underrepresented in medical schools’ curricula worldwide, and existing DM courses for medical students are extremely heterogeneous due to the lack of pragmatic and standardized guidelines. Moreover, there is a gap in knowledge regarding the curriculum development methodology used for DM courses. This study aims to identify DM courses for medical students worldwide and to map their curriculum development methodologies by reviewing available literature.Method:The search was conducted on three databases using the terms “Disaster medicine” AND “Education”. Following the PRISMA approach, twenty-five articles that described the content and implementation of DM curricula were included in the analysis.Results:Nine studies thoroughly described the curriculum development process. Expert opinion and literature review were the methodologies mostly used to develop DM curricula. Only four studies followed a multi-method process made up of four different methodologies, including expert opinion, literature review, survey, and Delphi methodology. Most of the courses adopted a face-to-face approach combining different training modalities, including the use of virtual reality simulations and drills.Conclusion:This systematic review provides a compendious analysis of the curricula and curriculum development processes in DM training for medical students. The scarce usage of reproductible, comprehensive curriculum development methodologies and consequently a great heterogenicity of the covered topics and course design were brought forward. Therefore, there is a need for standardization in DM education. Overall, this systematic review highlights the need for evidence-based educational curricula in DM and provides recommendations for developing DM courses following a scientific approach.

The use of virtual reality technologies to increase motivation in professional activities

The experience of using VR-technologies in the educational process of branch, and the advantages of an immersive (virtual) approach to teaching are considered.Theoretical aspects of the use of virtual simulators are given, their effectiveness is shown. The types of simulation simulators used in the branch are presented: “Inspector-repairer of wagons”, “Electrician of signaling devices”, “Model of a traction substation”. These simulators are successfully used in the educational process and in preparation for the WorldSkills championships, professional skill competitions.The advantages of virtual reality technology in comparison with other educational technologies are the ability to immerse the student in the broadcast material, to perform actions with virtual objects and objects, to perform work safely, to acquire practical skills within the framework of mastering a specialty, which contribute to the formation of general and professional competencies.As part of the monitoring of the use of virtual reality simulators, there is an increase in the quality of the educational process by 17 %. During the monitoring, students of the branch noted an increased motivation to study professional modules, the possibility of modeling real experience in a safe environment, as well as maximum involvement in the learning process.The use of VR technologies in the classroom will create an improved modern educational environment and expand student learning opportunities.

Assessing the Financial Sustainability of High-Fidelity and Virtual Reality Simulation for Nursing Education: A Retrospective Case Analysis.

To stimulate classroom discussion and collaboration amid the COVID-19 pandemic, increasingly creative pedological methods for nursing education are necessary. Traditionally, high-fidelity simulation has been the standard for nursing education, but the use of virtual reality simulation is increasing. One of the major evaluative measures of simulation clinical training is the cost associated with each modality. In this retrospective case analysis, budget impact analysis methods were employed to compare high-fidelity simulation with virtual reality simulation. The components of each simulation pedagogy were compared in categorized cost buckets. Overall, virtual reality simulation education was determined to require 22% less time than high-fidelity simulation education. The cost associated with the virtual reality simulation was found to be 40% less expensive than the high-fidelity simulation. Our results demonstrate that virtual reality simulation is a financially advantageous, resource conscious pedagogical option for nursing education.

Resuscitating Cardiopulmonary Resuscitation Training in a Virtual Reality: Prospective Interventional Study.

BackgroundSimulation-based technologies are emerging to enhance medical education in the digital era. However, there is limited data for the use of virtual reality simulation in pediatric medical education. We developed Virtual Doc as a highly immersive virtual reality simulation to teach pediatric cardiopulmonary resuscitation skills to medical students.ObjectiveThe primary objectives of this study were to evaluate participant satisfaction and perceived educational efficacy of Virtual Doc. The secondary aim of this study was to assess the game play features of Virtual Doc.MethodsWe conducted a prospective closed beta-testing study at the University of New South Wales (Sydney, Australia) in 2018. All medical students from the 6-year undergraduate program were eligible to participate and were recruited through voluntary convenience sampling. Participants attended a 1-hour testing session and attempted at least one full resuscitation case using the virtual reality simulator. Following this, participants were asked to complete an anonymous postsession questionnaire. Responses were analyzed using descriptive statistics.ResultsA total of 26 participants were recruited, consented to participate in this study, and attended a 1-hour in-person closed beta-testing session, and 88% (23/26) of participants completed the anonymous questionnaire and were included in this study. Regarding participant satisfaction, Virtual Doc was enjoyed by 91% (21/23) of participants, with 74% (17/23) intending to recommend the simulation to a colleague and 66% (15/23) intending to recommend the simulation to a friend. In assessment of the perceived educational value of Virtual Doc, 70% (16/23) of participants agreed they had an improved understanding of cardiopulmonary resuscitation, and 78% (18/23) agreed that Virtual Doc will help prepare for and deal with real-life clinical scenarios. Furthermore, 91% (21/23) of participants agreed with the development of additional Virtual Doc cases as beneficial for learning. An evaluation of the game play features as our secondary objective revealed that 70% (16/23) of participants agreed with ease in understanding how to use Virtual Doc, and 74% (17/23) found the game play elements useful in understanding cardiopulmonary resuscitation. One-third (7/23, 30%) found it easy to work with the interactive elements. In addition, 74% (17/23) were interested in interacting with other students within the simulation.ConclusionsOur study demonstrates a positive response regarding trainee satisfaction and perceived educational efficacy of Virtual Doc. The simulation was widely accepted by the majority of users and may have the potential to improve educational learning objectives.

RATIONALE OF PROSTHETICALLY-DRIVEN IMPLANT PLACEMENT UTILIZING IMPLANT- NAVIGATION SYSTEM: accuracy Validation TRIAL.

Abstract The use of virtual reality simulation (VRS) developed a new era in dentistry, where a pre-operative virtual planning in conjunction with a surgical guide could help the surgeon with a prosthetically-driven correct implant placement, especially in difficult clinical cases. Materials & methods: regarding this study, 14 patients were recruited with bounded partially edentulous spans in the maxilla. The patients were randomly assorted into 2 groups. The first group (control) is the static guide group (SG), while the second group (test group) is the dynamic navigation group (DN). After implant installation, a postoperative CBCT was obtained & the obtained image was superimposed over the original implant plan to determine the linear and angular deviation between the proposed plan and actual implant position. Results: Regarding the linear deviation between the planned and actual positions in both groups was measured at both the coronal apical areas. The independent sample t test showed a statistically insignificant difference between the two groups. On the other hand, regarding the angular deviation; The independent sample t test showed a statistically significant difference between the two groups. Conclusion: The Image Guided Implantology system provides highly accurate navigation with less than expected error acceptable in dental implantology. The accurate reporting of the exact position of the osteotomy drills should minimize the potential risk of damage to any critical anatomic structures. Furthermore, the accurate intraoperative navigation allows the surgeon to precisely transfer the presurgical plan to the patient in an accurate prosthetically-driven manner. Keywords: Navigation, Computer-guided, Implant placement, Accuracy.

533 The Use of Virtual Reality Simulation to Facilitate Surgical Ward-Based Learning in Medical Students During the Covid-19 Pandemic

IntroductionThe Covid-19 pandemic quickly resulted in the removal of all non-essential personnel from surgical wards. It also resulted in suspending medical student placements which are heavily relied upon to provide the students with necessary “hands-on” experience. Virtual Reality (VR) simulation was employed in order to ensure that the students had a comparable experience.MethodVR simulations were used to simulate the ward environments and the students were able to gain valuable experience with common scenarios encountered on surgical wards. Each student was allocated a 1-hour time slot per session with a debriefing session after each. The digital immersive environment allowed students to build upon their didactic preparation and previously acquired knowledge base.ResultsFeedback was given at the end of each simulation by the simulation facilitator. Using the technical proficiency that they had acquired in the first scenario; the students went on to employ these skills directly in their next scenarios thereby capitalising on the repetition of core skills to maximize their learning.ConclusionsIn this instance, VR was successfully used to enhance both knowledge acquisition and experience. Feedback from the participating students was overwhelmingly positive with many suggesting that they were more comfortable learning in a simulated environment.

Testing the applicability of a virtual reality simulation platform for stress training of first responders

ABSTRACT The current study explores whether different stressors in a virtual reality (VR) military training scenario cause increases in physiological stress. This would validate the use of VR simulation for stress training, as well as the physiological monitoring of trainees for educational purposes. Military cadets (n = 63) performed a patrol scenario (military convoy) in which they answered questions about their surroundings. Stressors (task difficulty, noise, lighting changes, social evaluations, electric muscle stimulation, and a simulated attack on the convoy) were stepwise added in four phases. Electrocardiogram, blood pressure, electrodermal activity, cortisol, and the cadets’ subjective threat/challenge appraisal were measured. We found that only the first phase caused a significant increase in physiological stress, as measured with heart rate, heart rate variability, and electrodermal activity. Physiological stress appeared to stay high in the second phase as well, but decreased to baseline level in the third and fourth phases, even though these phases were designed to be the most stressful. Cadets classified as threat responders based on physiological data (n = 3) scored significantly higher on subjective threat/challenge appraisal than those classified as challenge responders (n = 21). It seems that in the tested VR training scenario, the novelty of the scenario was the only effective stress stimuli, whereas the other implemented stressors did not cause a measurable physiological response. We conclude that if VR training scenarios are to be used for stress training, these should confront trainees with unpredictable but context-specific demands.

AB049. SOH21AS067. Use of virtual reality simulation in surgical training: a systematic review on predictive validity and current use in surgical curricula

Background: Use of simulated surgical learning is an evolving training modality within surgical trainees. Its use in transferring simulation based skill to the operating room is an integral aspect of its use as a pedagogical tool for surgical trainees in an era of reduced working hours and fewer intraoperative opportunities. These systems may allow trainees to upskill in simulated scenarios leading to improved skillsets and patient safety. The aim of this review was to evaluate if acquisition of surgical skills developed in simulated procedures result in improved intra-operative performance and whether this be integrated into current surgical curriculums.

AB155. SOH21AS124. Investigating the receptivity to virtual reality in surgical training: a survey based analysis in the Department of Surgery in Midland Regional Hospital Tullamore (MRHT)

Background: In surgical training, virtual reality (VR) has the potential to expedite acquisition of surgical skills and prepare surgical trainees for independent practice—especially in the COVID-19 era. While research has shown that VR can increase efficiency and improve patient safety, the receptivity of surgical consultants and trainees must continue to be explored in order to better understand how it can be integrated into current medical education. This study aims to investigate attitudes, prior experience and barriers to use of virtual reality simulation across surgical specialities in MRHT.

Pedagogical development in local anaesthetic training in paediatric dentistry using virtual reality simulator.

PurposeWith the advancements in technology, dental pedagogy has also evolved, and new learning technologies have emerged. Virtual reality (VR) as an education tool in dentistry is underutilised. VR as an adjunct in local anaesthesia (LA) teaching in paediatric dentistry has not been investigated. The study aimed to investigate dental student’s perception of dental LA VR simulation on a paediatric patient and to determine whether this can improve students learning experience.MethodsSeventy-one students participated in a self-administered questionnaire before and after the use of dental LA VR simulator. Descriptive analysis was performed to determine the perceptions of experience gained through VR. The data were tabulated, graphed, and analysed using SPSS and GraphPad Prism software.ResultsThe study noted that 89.9% of participants perceived that it would improve their LA skills. After using dental LA VR, 83.1% of participants experienced more engaged in the learning activity, and 55.0% of participants agreed/strongly agreed that it improved their understanding of anatomical landmarks. Around 56.4% of participants agreed/strongly agreed that it added value compared with traditional LA teaching methods.ConclusionIt can be concluded that the use of VR simulation can enhance students engagement and learning experience in paediatric dentistry settings and can be used as an additional means of LA training.

Curriculum setting and students' feedback of pre-clinical training in different dental schools in China-A national-wide survey.

Adequate time and effective training facilities are essential for undergraduate dental students participating in pre-clinical dental practice to ensure them providing safe treatment for patients in the future. The study aimed to explore the current status of pre-clinical dental training in China in relation to the curriculum setting and students' feedback of pre-clinical training in different dental schools and thus provide information for further standardise curricula. An online questionnaire was distributed electronically to undergraduates in 44 Chinese dental schools of different levels according to China Discipline Ranking (CDR). The questionnaire collected information in relation to the training hour and student to facility ratio of four main dental courses (cariology and endodontics, periodontology, prosthodontics and oral surgery), as well as the application and effect of virtual reality (VR) simulator in pre-clinical dental practice in different schools. Students' feedback was also collected. A total of 565 valid questionnaires were recruited. Results of this cross-sectional survey show that training hour of periodontology course was the lowest, and oral surgery course showed most prominent shortage of facilities. The application of VR simulator amongst schools is uneven. Students from A and A+ level schools showed higher satisfaction with their pre-clinical courses and reported a more positive attitude towards the use of VR simulator than other students. (p<.05). Pre-clinical dental training in China remained imperfect in insufficient training time, training facility and students did not have access to standard pre-clinical training and quality assurance. VR technique has potential values in pre-clinical dental practice in China.

The use of virtual reality simulation to facilitate surgical ward-based learning in medical students during the COVID-19 Pandemic.

doi: https://doi.org/10.12669/pjms.37.2.4118&#x0D; How to cite this: Carty I, Shah R. The use of virtual reality simulation to facilitate surgical ward-based learning in medical students during the COVID-19 Pandemic. Pak J Med Sci. 2021;37(2):609. doi: https://doi.org/10.12669/pjms.37.2.4118

Use of virtual reality simulation in surgical training: a systematic review on predictive validity and current use in surgical curricula

Use of virtual reality simulation in surgical training: a systematic review on predictive validity and current use in surgical curricula

The Utility of Virtual Reality Simulation in Cataract Surgery Training: A Systematic Review

AbstractIntroduction Cataract surgery is a fundamental intraocular procedure with a steep learning curve. Virtual reality simulation offers opportunity to streamline this aspect of ophthalmic education by exposing trainees to operative techniques in a controlled setting.Materials and Methods A systematic review of the PubMed database was conducted through December 2019 for English language studies reporting on use of virtual reality simulation in cataract surgery training to assess usefulness. Studies meeting inclusion criteria were examined for pertinent data: study design, number of subjects and live cases, simulator model, training regimen, surgical skills assessed, and overall outcomes.Results Of the 41 analyzed studies, 15 investigated the impact of virtual reality simulation-based training on performance in live surgery or wet laboratories; 20 used simulation as a device for direct assessment of operative proficiency; 6 explored simulation-based training's effect on performance in simulated surgery. Thirty-seven studies employed an iteration of the Eyesi simulator, though methodologies varied widely with a few randomized trials available. The literature endorsed validity of simulator-based assessment and benefits of structured training on live complication rates, operative times, and self- and faculty-perceived competency, particularly in novice surgeons.Discussion The literature surrounding simulation in cataract surgery training is characterized by significant heterogeneity in design. However, most works describe advantages that may outweigh the costs of implementation into training curricula. Collaborative efforts at establishing a structured, proficiency-based cataract surgery curriculum built around virtual reality and wet laboratory simulation have the potential to improve outcomes and enhance future surgical training.