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Simultaneous Application of Transcranial Direct Current Stimulation during Virtual Reality Exposure

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Published on: January 18, 2021

Virtual reality triage training provides a viable solution for disaster-preparedness.

Pamela B Andreatta¹, Eric Maslowski, Sean Petty

¹Department of Medical Education, University of Michigan Medical School, Ann Arbor, MI, USA. pandreat@umich.edu

Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine

|July 31, 2010

Summary

Standardized patient drills and virtual reality training for emergency medicine residents showed similar disaster triage performance. Post-test results favored standardized patients, but virtual reality offers a flexible training alternative.

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Area of Science:

Medical Education
Emergency Medicine
Simulation Training

Background:

Disaster triage training is crucial for emergency medicine (EM) residents.
Comparing simulation modalities like virtual reality (VR) and standardized patients (SP) is essential for effective training.

Purpose of the Study:

To compare the impact of VR versus SP simulation on EM residents' disaster triage skills using the Simple Triage and Rapid Treatment (START) algorithm.
To determine if these methods differentiate between learners of varying experience levels.

Main Methods:

Fifteen EM residents (PGY1-PGY4) were randomized into VR or SP groups.
Both groups trained in identical mass disaster scenarios, with VR using virtual patients and SP using live actors.
Triage performance and START algorithm knowledge (pre/post) were assessed.

Main Results:

Pre-test knowledge scores were similar between VR and SP groups.
No significant difference was found in triage performance between the two groups during the drills.
A trend favored the SP group in post-test knowledge scores.

Conclusions:

Virtual reality (VR) is a feasible and comparable alternative to standardized patient (SP) drills for mass disaster triage training.
VR offers consistent, on-demand training on a repeatable platform, valuable for developing assessment standards.
Both methods showed potential in differentiating learner experience, though further analysis may be needed.