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Novel 3D/VR Interactive Environment for MD Simulations, Visualization and Analysis

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Published on: December 18, 2014

Novel Software for High-level Virological Testing: Self-Designed Immersive Virtual Reality Training Approach.

Huey-Pin Tsai^1,2, Che-Wei Lin^3,4, Ying-Jun Lin¹

¹Department of Pathology, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, Taiwan.

Journal of Medical Internet Research

|June 21, 2023

Summary

Virtual reality (VR) software was developed for interactive virological testing training, significantly improving student learning and practical skills. This innovative approach enhances understanding of complex topics and reduces training costs and infection risks.

Keywords:

VR biotechnology clinical practice design detection development high-level clinical virology immersive medical education molecular pathogen simulation skill training software teaching testing virological virology virtual reality

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Area of Science:

Biotechnology
Medical Education
Virtual Reality

Background:

High-tech molecular biotechnology is crucial for diagnosing infectious diseases, but high costs and complex equipment limit practical training for students.
A need exists for accessible, cost-effective training solutions to build skills in advanced virological testing.

Purpose of the Study:

To develop and implement virtual reality (VR) software for simulated, interactive high-level virological testing.
To evaluate the VR simulation's effectiveness on student learning, reaction, and behavior in skills-building settings.

Main Methods:

Developed VR software with 2D cognitive lessons and 3D practical skills training, simulating viral nucleic acid tests on a BD MAX instrument.
Collaborated between medical technology and biomedical engineering experts to design the curriculum and software.
Assessed student learning effectiveness and behavioral patterns pre- and post-training through various interactive scenarios.

Main Results:

VR training significantly improved posttraining scores compared to traditional methods (P<.001).
Students demonstrated significantly improved knowledge and fewer errors in tasks after VR-based training (P<.01).
VR enhanced learning motivation and understanding of complex virological testing procedures.

Conclusions:

The VR program effectively reduces training costs and accessibility barriers for students in virological testing.
VR training minimizes the risk of viral infections during practice, especially relevant during pandemics.
The developed VR software enhances practical skills and learning motivation for aspiring professionals in virology.