Virtual Video Research Articles

Incorporating Augmented Reality Patients Into Online Trauma Training to Support Mental Model Development: An Experimental Study.

Medical students find translating lessons from traditional lectures to caring for trauma patients challenging. We assess whether adding video-based virtual flashcards and videos of augmented reality-based trauma patients in an online learning environment improves performance. We performed a between-subject experimental study. Thirty-five medical students were randomly assigned to the control and experimental groups. The control group viewed a traditional online lecture. The experimental group viewed the same online lecture and received virtual flashcard training. Each virtual flashcard consisted of a video of a virtual patient, and examination questions about diagnoses, treatment, and disposition. The experimental group also viewed a video of a physician coach providing an expert assessment of the virtual patient. Simulation-based assessment was used to measure performance and knowledge. The evaluation consisted of the following 3 scenarios: a video of a simulated patient followed by multiple-choice questions, a free-text examination, and the writing of a Subjective, Objective, Assessment and Plan note. Differences in performance for 3 measures (diagnoses, therapeutic interventions, and disposition) were assessed for pre-post change in accuracy. For these 3 measures, we used a binary logistic regression model. We assessed perceptions of performance and the training experience with a survey. The training intervention statistically significantly improved accuracy for diagnosis (P = 0.01) and self-reported performance (P < 0.01) compared with the control group. The themes for the experience were engaging, innovative, and valuing the expert's assessment, with 17 of 19 positive statements. Adding virtual flashcards to traditional training significantly improved diagnostic accuracy while being engaging and innovative.

THE DEVELOPMENT OF VIRTUAL VIDEO ANIMATED BASED ON ENGLISH TEACHING MEDIA FOR THE EIGHTH STUDENTS AT JUNIOR HIGH SCHOOL FITRA ABDI PALEMBANG

This research aims to develop virtual animated video-based teaching media to increase students' interest in learning and understanding in English teaching and learning activities in class VIII SMP Fitra Abdi Palembang. The method used in this research is research and development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Trials using a questionnaire showed that this media was very interesting with a percentage of 91.9% according to the attractiveness criteria. The results of the pre-test and post-test conducted on 30 students showed significant improvement. In the pre-test, only 7 students achieved scores according to the criteria for completeness of learning outcomes. After learning using virtual animated videos, 28 students achieved scores above the criteria for learning completeness (70), while 2 students were still below these criteria. The overall class avera1ge increased to 79.3. It can be concluded that virtual English video animation media is effective and successful in improving student learning outcomes and their interest in the learning process.

Assessing Students’ Perceptions of Moodle Usage for Teaching and Learning: A Case of College of Business Education, Dar es Salaam Campus, Tanzania

The advancement of Information Communication Technologies (ICT) has stimulated the development of new learning experiences through using software applications or platforms that deliver, manage and track educational or training programs in the universities. Through the use of blended learning, e-learning platforms like moodle have improved learning experience by integrating virtual classes, video conferencing, presentations, and testing in education delivery. This study aims to show how students perceive the use of moodle for teaching and learning at the College of Business Education (CBE) Dar es Salaam Campus in Tanzania. The study was guided by was guided by the Connectivism Theory (CT). The study adopted a case design because it used a short period of time and constructed at a single case study at College of Business Education (CBE). The target population was 11,924 students from the College of Business Education (CBE) who used moodle as their learning platform. Probability sampling specifically simple random sampling was used to attain the sample size of 374 respondents. Both qualitative and quantitative approaches were employed in the study.The quantitative data was collected through the Likert scale questionnaire was processed through coding, tabulating and analysis using MS excel. Further, the processed and analyzed results for research questions two and three were produced statistically using tables and figures. Apparently, the qualitative data were recorded and immediately transcribed, shared with the respondents for collection in case there were mistakes made, edited, summarized, tabulated and presented in the narrative. Also, the thematic-content analysis was undertaken to analyze the qualitative data obtained through the semi-structured interview and then presented using Tables of summaries and narratives. In addition, the presentation and discussion of the findings were triangulated during the presentation of the responses for each research question. The findings revealed that the integration of moodle into the learning process has enhanced the overall quality of teaching and learning and blended learning through moodle has improved understanding of the course materials. The study recommended that the curriculum designers and policymakers at the college should develop policies that promote the effective use of technology in education including guidelines for implementing moodle in blended learning environments to ensure equitable access to quality education for all students.

Virtual support group initiative for mental health professionals in the COVID-19 pandemic.

As a result of the coronavirus pandemic, mental health professionals have faced the challenge of helping their clients cope with pandemic-related distress on top of ongoing therapeutic issues. This article describes a telehealth-delivered peer/mutual support program for mental health professionals during the pandemic and the key themes identified by participants. An interdivisional American Psychological Association task force formed a working group to identify practical ways to provide mental health professionals with direct support during the pandemic. A mutual support program, the Clinician Support Collaborative, was initiated using virtual video technology. This article describes the program and themes that emerged, including the challenges and benefits of using virtual video technology to host mutual support meetings. Mutual support meetings were conducted on a weekly basis in 2020 and 2021, with mental health professionals and trainees in the Americas, Australasia, and India participating. Key themes identified included the logistical, therapeutic, and privacy concerns participants faced when shifting to telehealth, professional isolation, compassion fatigue, moral injury, burnout, stigma, disparities, and the intersection of personal/family stressors and work stressors. Recommendations for future use of virtual video technology to provide mutual support by and for mental health professionals are provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Case Analysis of Improving Teaching Quality in Basketball Teaching through Information Technology

To discuss the impact of applying information technology in basketball referee training on referees’ self-efficacy, stress management, and job satisfaction, this study selected 200 registered referees from the Chinese Basketball Association as research participants, who were randomly divided into an experimental group and a control group. The experimental group received training in virtual reality (VR) technology and video analysis, while the control group adopted traditional training methods. Research methods included questionnaires, experimental observations, and data analysis. By evaluating the self-efficacy, stress levels, and job satisfaction of referees in both groups before and after training, the effectiveness of information technology was compared. The results indicated that the experimental group’s self-efficacy significantly increased, rising from 3.21 ± 0.14 to 4.46 ± 0.15 (P &lt; 0.001), while the control group showed only a slight improvement. Furthermore, the experimental group experienced a notable reduction in stress levels, whereas the control group’s changes were insignificant (P &lt; 0.05). Regarding job satisfaction, the experimental group’s satisfaction level improved from 3.53 ± 0.17 to 4.62 ± 0.16 (P &lt; 0.001), while the control group showed a more modest increase. The conclusion suggests that information technology effectively enhances self-efficacy, reduces stress, and improves job satisfaction among referees during training, demonstrating broad application prospects.

Artificial intelligence in teaching social disciplines: Opportunities and challenges of tools

Based on the analysis of scientific sources and practical experience in teaching social disciplines, the article reveals the role and problems of using AI in the system of higher education. The scientific opinion about the inevitability of using AI, despite its risks, in teaching social disciplines is expressed. A comparative analysis of the subject area, conceptual apparatus, functional purpose and research methods of social disciplines is carried out. Similar features are revealed, the basis of which is their focus on the scientific study of the social and psychological behaviour of individuals, social groups and communities. On the example of didactic methods of teaching social disciplines in higher education, the expediency of using AI tools in the process of teaching is substantiated. Their main capabilities are personalised learning, forecasting and trend analysis, data visualisation, simulations and virtual laboratories, speech, video and voice interfaces, assessment tools, and generation of comments and feedback. Clarification of the principles and main possibilities of using AI tools has revealed the main problems, which include ethics, reliability, transparency, insufficient professional training of teachers and imperfect legal support. We outline prospects for further research on the peculiarities of using AI tools to teach social disciplines in higher education.

Pedagogical technologies for teaching environmental engineering in the online learning system of higher education institution

The article outlines the pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions. There are proposed ways of developing educational technologies for teaching environmental engineering: active and collaborative learning, individualisation of training, use of video and audio materials, using electronic tools for evaluation of educational results, development of digital literacy, implementation of interactive online courses and professional communication and mentoring. There are presented the use of these technologies in the different aspects of environmental engineering, such as analysing water quality parameters, soil quality assessment, studying waste management practices, and studying the integration of renewable energy into the practice through virtual labs, online tests, video lectures, and collaborative projects. The proposed pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions were tested in the educational process. The Student's t-test was used for statistical calculation of the obtained experimental data. At the end of the experiment, there is a statistically significant difference between the mean values of the experimental and control groups. It can be claimed that the use of pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions is perspective.

Desktop‐based virtual reality social platforms versus video conferencing platforms for online synchronous learning in higher education: An experimental study to evaluate students' learning gains and user experience

AbstractBackgroundOnline synchronous learning in higher education frequently struggles to overcome the social presence gap, resulting in dissatisfaction and poor learning outcomes.ObjectivesThis study examined the effectiveness of desktop‐based virtual reality (VR) social platforms compared to video conferencing (VC) platforms in enhancing students' learning gains and experiences in online synchronous learning.MethodsThe study used a within‐subject design, involving 34 college students in two online lecture modules, one via a VR social platform and another through a VC platform. Knowledge assessments occurred pre‐ and post‐modules and after 1 week. Students also completed post‐module questionnaires to evaluate their learning experience, in terms of social presence, easiness of use and perceived emotions. In‐depth interviews provided further insights into their experiences with both platforms.ResultsThe study showed that using VR social platforms for online synchronous learning enhanced immediate knowledge, especially in students less interested in the content, yet it did not notably impact long‐term knowledge retention. Despite no significant findings in social presence from questionnaires, interviews indicated that the VR's heightened interactivity might be offset by the effect of not seeing others' real appearances in promoting social presence. Furthermore, the VC platform was found to be easier to use, attributed to its familiarity and user‐friendliness. Finally, students experienced increased fun, awe and interest, along with reduced boredom, when using the VR social platform.ConclusionThe findings highlight the potential of VR to enrich online learning while underscoring the need for effective strategies facilitating a smooth integration into educational settings.

Well-Being and Sustainable Utilization of Forest Environment with Diverse Vegetation Distributions

Forest landscape space is the basic unit of forest landscape resources. Healthy forest landscape resources can not only improve the sustainable cycle of forest ecological service function, but also have a positive impact on human health and well-being. Evidence supports the view that the forest environment is beneficial to people’s health, and further discussion of the dose response between environmental attributes and physical and mental recovery has been widely carried out by scholars. As an important component of environmental attributes, it is necessary to clarify the relationship between vegetation distribution and users’ health in order to better plan, design, and utilize forest environmental resources. This study mainly used the virtual immersive forest environment video in VR, and used the difference test in SPSS 23.0 to clarify whether the distribution of vegetation in the forest environment will affect the physiological and psychological recovery effect of users. The main results are as follows: (1) Experiencing the forest environment can promote users’ physiological and psychological health, and its recovery effect is significantly better than the indoor environment (p &lt; 0.05). (2) The distribution of vegetation in the forest environment will affect users’ physiological and psychological recovery effect. Among them, in the cluster and randomly distributed forest environments, the relaxation and concentration of users can be improved mainly by alleviating their negative emotions. In the evenly distributed forest environment, users mainly achieve the purpose of relaxation by improving their vitality and positive emotions. These results show that the distribution of vegetation is one of the factors for the restoration of forest environment. In the future design and management of the forest environment, the health and well-being of users can be effectively enhanced by getting involved with the vegetation distribution in the site, aiming to provide a scientific basis for the promotion of the rehabilitation function of forest landscape space and its sustainable utilization, thus promoting the sustainable development of forest resources and improving people’s quality of life.

Comparison of Virtual Reality Exergames and Nature Videos on Attentional Performance: A Single-Session Study.

This study aimed to investigate the acute effects of a single session of a VR exergame (Beat Saber) and a VR nature video (Ireland 4K) on attentional performance, using the Flanker and Attentional Blink (AB) tasks. The objective was to assess whether these VR interventions could enhance attentional control, as measured by improvements in response times and accuracy. A total of 39 psychology students, aged 19-25, were randomly assigned to one of three groups: VR exergame, VR nature video, or control. Participants completed the Flanker and AB tasks before and after the intervention. A repeated measures design was employed to analyze changes in response times and accuracy across pre- and post-test sessions. The study revealed significant improvements in response times and accuracy across all groups in the post-test measures, indicating a strong training effect. In the AB task, shorter stimulus onset asynchrony (SOA) led to decreased accuracy and slower response times, emphasizing the difficulty in processing closely spaced targets. The interaction between Type and Group in response times for target stimuli suggested that the intervention types differentially influenced processing speed in specific conditions. The findings suggest that while brief VR interventions did not produce significant differences between groups, the training effect observed highlights the influence of task-specific factors such as SOA and target presence. Further research is needed to explore whether longer or repeated VR sessions, as well as the optimization of task-specific parameters, might lead to more pronounced cognitive benefits.

Virtual Versus In-Person Follow-up After a Psychiatric Emergency Visit: A Population-Based Cohort Study: Suivi virtuel opposé à en personne après une visite à l'urgence psychiatrique : une étude de cohorte dans la population.

With increased utilization of virtual care in mental health, examining its appropriateness in various clinical scenarios is warranted. This study aimed to compare the risk of adverse psychiatric outcomes following virtual versus in-person mental health follow-up care after a psychiatric emergency department (ED) visit. Using population-based health administrative data in Ontario (2021), we identified 28,232 adults discharged from a psychiatric ED visit who had a follow-up mental health visit within 14 days postdischarge. We compared those whose first follow-up visit was virtual (telephone or video) versus in-person on their risk for experiencing either a repeat psychiatric ED visit, psychiatric hospitalization, intentional self-injury, or suicide in the 15-90 days post-ED visit. Cox proportional hazard models generated adjusted hazard ratios (aHRs) and 95% confidence intervals (CIs), adjusted for age, income quintile, psychiatric hospitalization, and intentional self-injury in the 2 years prior to ED visit. We stratified by sex and diagnosis at index ED visits based on the International Classification of Diseases and Related Health Problems, 10th Revision, Canada (ICD-10-CA) coding. About 65% (n = 18,354) of first follow-up visits were virtual, while 35% (n = 9,878) were in-person. About 13.9% and 14.6% of the virtual and in-person groups, respectively, experienced the composite outcome, corresponding to incidence rates of 60.9 versus 74.2 per 1000 person-years (aHR 0.95, 95% CI 0.89 to 1.01). Results were similar for individual elements of the composite outcome, when stratifying by sex and index psychiatric diagnosis, when varying exposure (7 days) and outcome periods (60 and 30 days), and comparing "only" virtual versus "any" in-person follow-up during the 14-day follow-up. These results support virtual care as a modality to increase access to follow-up after an acute care psychiatric encounter across a wide range of diagnoses. Prospective trials to discern whether this is due to the comparable efficacy of virtual and in-person care, or due solely to appropriate patient selection may be warranted.

The Looking Glass Framework: Using Virtual Reality and Video Game Simulations to Improve Clinical Decision-Making and Reduce Healthcare Disparities in African Americans

A central mission of a healthcare organization is to provide equal access and excellent health outcomes to all populations, regardless of race and ethnicity. However, in the everyday practice of healthcare, organizations have fallen short of this primary tenant. Healthcare disparities in the Black community are well-documented in the literature. Although the reasons are multi-faceted, racial bias contributes to healthcare disparities, and eliminating those disparities should be a chief focus in improving the health and well-being of every community. This paper discusses healthcare disparities in the Black community and the complex cycle that enables gaps to persist despite best efforts among healthcare professionals, policymakers, and the general public. It concludes with a presentation of the Looking Glass Framework; an innovative onboarding and continuing education program using virtual reality and computer-based educational modules to reduce healthcare disparities within clinics, hospitals, and health systems.

Simulation Learning and Digital Transformation: a Way to Improve Students' Communication Skills

Modern medicine requires from future doctors not only in-depth knowledge, but also highly developed communication skills. The article examines the impact of simulation training, including role-playing games and work with standardized patients (SP), as well as the use of digital technologies such as virtual platforms and video materials, on the development of medical students' knowledge. The results demonstrating a significant improvement in students' KN are discussed, as well as problematic aspects related to emotional preparation are identified.

Are Virtual Complementary and Integrative Therapies as Effective as In-Person Therapies? Examining Patient-Reported Outcomes Among Veterans with Chronic Musculoskeletal Pain.

Background: Virtual complementary and integrative health (CIH) therapy availability increased during the COVID-19 pandemic, but little is known about effectiveness. We examined the perceived effectiveness of in-person and virtual CIH therapies for patients with chronic musculoskeletal pain who recently started using CIH therapies. Methods: The sample included Veterans (n = 1,091) with chronic musculoskeletal pain, identified in the Veterans Health Administration's electronic health record based on initiation of CIH therapy use, who responded to VA's Patient Complementary and Integrative Health Therapy Experience Survey during March, 2021, to August, 2022. Using multivariable models with self-guided virtual (apps or videos) delivery as the reference, we compared patient-reported outcomes (pain, mental health, fatigue, and general well-being) associated with any yoga, Tai Chi/Qigong, or meditation use delivered: (1) only in-person, (2) only virtually with a live provider, (3) only virtually self-guided, (4) virtually self-guided + virtually provider-guided, or (5) hybrid in-person + virtual (self-or provider-guided). Results: Under 10% of Veterans reported only in-person use; 54% used only virtual formats and 36% a hybrid of in-person and virtual. Forty-one percent reported improvement in general well-being, 40.6% in mental health, 37.1% in pain, and 22.7% in fatigue. Compared with Veterans using only self-guided virtual CIH therapies, Veterans using only in-person therapies were more likely to report improvement in fatigue (odds ratio [OR]: 1.8, confidence interval [CI]: 1.1-3.1) and general well-being (OR: 1.7, CI: 1.0-2.6). Conclusions: Many patients perceived health improvements from CIH therapies, with in-person users reporting more improvement in fatigue and well-being than those using virtual sessions and similar improvements in pain and mental health for in-person and hybrid users.

A Scoping Review of Audiovisual Distraction Techniques Among Children in Reducing Invasive Procedure Pain.

Invasive procedures in children can lead to painful and uncooperative procedures. It is essential to determine the appropriate method to create a comfortable environment for children during invasive procedures. However, audiovisuals are one of the distraction techniques used in pain management. This study aims to identify and categorize related audiovisual distraction techniques in reducing pain due to invasive procedures among children. This study uses a systematic scoping review. A literature review was conducted using PubMed, EBSCO, Science Direct, Scopus and grey literature through Google Scholar. The study was eligible for inclusion if it included articles published from 2012 to 2022, full-text and open accessed articles, and in Indonesian and English language. Studies were excluded if they were review studies and the adult population. The keywords in English were "Children" OR 'Child' OR"Kids" OR 'Youth' OR 'Adolescents' OR 'Teenager' OR 'Teens' OR 'Young People' OR 'Pediatric' OR 'Paediatric' OR 'Childhood' AND"Audiovisual" OR 'Movie' OR 'Video' OR 'Animation' AND"Pain" AND"Invasive procedures" and keyword in Indonesia were"Anak" OR 'Remaja' OR 'Bayi' OR 'Balita' AND"Audiovisual" OR 'Film' OR"Video" OR 'Animasi' OR "Nyeri" AND 'Prosedur invasif'. We found 15 articles showing audiovisual distraction techniques in managing pain among children undergoing invasive procedures. Three types of audiovisual interventions were used, including virtual reality (VR), video music, and animated cartoons. In addition, types of invasive procedures that benefited from the analyzed interventions were infusion, surgery, injection, blood draw, dressing change, circumcision, endoscopy, and phlebotomy. Our findings highlight that virtual reality, video music, and animated cartoons have clinical implications in helping to distract from pain in children undergoing invasive procedures. Our study indicates that the potential of audiovisual intervention can be used as an intervention strategy in the pediatric nursing area.

Quantifying Efficacy of Video Interventions about Adverse Events in Medical Student Education.

The coronavirus disease 2019 pandemic catalyzed a rapid shift toward remote learning in medicine. This study hypothesized that using videos on adverse events and patient safety event reporting systems could enhance education and motivation among healthcare professionals, leading to improved performance on quizzes compared with those exposed to standard, in-person lectures. Participants were randomly assigned to a group both watching the video and attending an in-person lecture or a group that received only the in-person lecture in this study performed in 2022. Surveys gathered demographic information, tested knowledge, and identified barriers to reporting adverse events. A total of 83 unique participants responded to the survey out of the 130 students enrolled (64%; 83/130). Among the students completing all of the surveys, the group who watched the Osmosis video had a higher average quiz score (6.46/7) than the lecture group (6.31/7) following the first intervention. Only 25% of respondents agreed or strongly agreed that they knew what to include in a patient safety report and only 10% agreed or strongly agreed that they knew how to access the reporting system. This study suggests virtual preclass video learning can be a beneficial tool to complement traditional lecture-based learning in medical education. Further research is needed to determine the efficacy of long-term video interventions in adverse events.

Impact of virtual simulation vs. Video refresher training on NRP simulation performance: a randomized controlled trial.

To assess the impact of NRP virtual simulations (eSim™), video or no refresher training, on simulation performance, six months after a provider course; and to evaluate eSim™ acceptability. In this multi-site randomized controlled trial, NRP providers from four U.S. institutions were randomized to receive refreshers every two months with NRP eSim™, NRP resuscitation video, or no refresher (control). Simulation performance was assessed immediately after an NRP course and six months later. 248 participants completed the baseline simulation and 148 completed the six-month follow-up simulation. The majority (71%) of subjects had a decline in resuscitation skills at 6 months. There were no differences in performance between the study groups, but participants who reported using either the video or eSim™ had less decline in performance at the 6-month follow-up (p < 0.05). NRP refreshers with either eSim™ or NRP video may mitigate the decline in resuscitation skills after training.

Relaxing at work: does virtual reality work? An exploratory study among employees in their workplace

IntroductionThe development of virtual reality provides new opportunities for conducting relaxing activities in a simulated environment. Although studies on the effects of VR-based relaxation are developing, they have mostly been performed with students, and more rarely with employees.MethodsThis study aimed to examine the effects of VR relaxation exercises with employees. Forty-seven employees were divided into two conditions: Virtual Reality (n = 25) and 2D video (n = 22).ResultsThe results indicate that relaxing activities reduced stress and negative emotions, while increasing perceived restoration using VR and 2D video. The acceptability and user experience were higher only in the VR condition. VR relaxation provides a sense of disconnection from the workplace that allows employees to increase the pleasant experience.DiscussionThe 2D solution, while less immersive, can be an alternative for employees for whom VR is not recommended. The question of inclusive digital tools is a key issue in the quality of working life programs.

3-Dimensional Virtual Reality Versus 2-Dimensional Video for Distraction During the Induction of Anesthesia in Children to Reduce Anxiety: A Randomized Controlled Trial.

Preoperative anxiety is common in children. It can contribute to negative experiences with anesthetic induction and may cause adverse physiological and psychological effects. Virtual reality (VR) and electronic tablet devices are 2 audiovisual distraction tools that may help to reduce anxiety and enhance the preoperative experience. This study aimed to compare the use of an immersive 3-dimensional (3D) VR to 2-dimensional (2D) video on anxiety in children during induction of general anesthesia. Two hundred children (4-13 years) undergoing elective or emergency surgery under general anesthesia were enrolled in this randomized, controlled trial. Participants were randomized to use either the 3D VR goggles (intervention) or 2D video tablet (control) during anesthetic induction. Anxiety, the primary outcome, was measured using the modified Yale Preoperative Anxiety Scale Short Form (mYPAS-SF) at 2 time points: in the preoperative holding area before randomization (T1) and during induction of general anesthesia (T2). The primary outcome was analyzed using a linear regression model, including demographic and other covariates, to investigate any differences in anxiety scores. Secondary outcomes included evaluating compliance during the anesthetic induction (Induction Compliance Checklist), emergence of delirium (Cornell Assessment of Pediatric Delirium), perceived usefulness of the device, and child satisfaction. Participant characteristics were similar between the 3D VR (n = 98) and 2D video (n = 90) groups, with a mean (±standard deviation) age 8. 8 ± 2.8 years. The median (lower quartile, upper quartile) mYPAS-SF scores for the 3D VR group at the preoperative holding area were 22.9 (22.9, 35.4), then 29.2 (24.0, 41.7) during induction. For the 2D Video group, the scores were 27.1 (22.9, 35.4) and then 30.2 (22.9, 41.1). No significant difference was observed in the increase in mYPAS-SF scores between groups (P = .672). Children in the 3D VR group were less likely to be rated as having a perfect induction (P = .039). There was no evidence of a difference between the groups in emergence delirium. Both devices were rated highly for usefulness and patient satisfaction. Children preferred VR, while anesthesiologists and parents felt the 2D was more useful. This randomized controlled trial demonstrated that preoperative anxiety was equally low and induction compliance high with both 3D VR and 2D video distraction in children with parental presence during anesthetic induction.

Virtual Compared With In-Office Postoperative Visits After Urogynecologic Surgery: A Randomized Controlled Trial.

To compare patient satisfaction, health care resource utilization, and adverse events among patients receiving a virtual video compared with in-office postoperative visit after urogynecologic surgery. We hypothesized that virtual video visits would be noninferior to in-office visits. This was a randomized noninferiority clinical trial of patients undergoing surgery for pelvic organ prolapse and urinary incontinence at a single academic tertiary referral center. Participants were randomized to receive either a virtual video postoperative visit or a standard in-office postoperative visit. The primary outcome was patient satisfaction measured by the validated PSQ-18 (Patient Satisfaction Questionnaire-18) (noninferiority margin 5 points) at the 6-week postoperative visit. Secondary outcomes included PSQ-18 domain scores (noninferiority margin 0.5 points) and composite health care resource utilization and adverse events after the 6-week postoperative visit up to 12 weeks after surgery (noninferiority margin 10%). A sample size of 100 participants (50 per group) would allow 80% power to assess a 5-point noninferiority margin on the total PSQ-18 with an SD of 10 and α=0.05. From January 2023 to September 2023, 265 patients were screened for eligibility, and 104 were randomized. A total of 100 participants (50 per arm) completed the study and were included in the analysis. The mean±SD age of all participants was 57.0±13.2 years. The mean±SD PSQ-18 total score was 75.18±8.15 in the virtual group and 75.14±8.7 in the in-office group. The mean PSQ-18 total score was 0.04 points higher (ie, greater degree of satisfaction) in the virtual group, with a 95% CI of -2.75 to 2.83, which met the criterion for noninferiority. Between-group differences for all PSQ-18 domain scores likewise met criterion for noninferiority. Composite health care resource utilization was 14.0% lower in the virtual group than in the in-office group (20.0% vs 34.0%, 95% CI, -28.0% to 1.0%). For composite adverse events, the between-group difference was 2.0% (2.0% in virtual group vs 0.0% in in-office group, 95% CI,-3.0% to 8.0%). Virtual video postoperative visits were noninferior to in-office visits with regard to patient satisfaction, health care resource utilization, and adverse events and can be offered as an alternative to in-office visits for postoperative follow-up after urogynecologic surgery. ClinicalTrials.gov , NCT05641077.