Pediatric Critical Care Fellow Perception of Learning through Virtual Reality Bronchoscopy

Area of Science:

• Medical Education
• Simulation-Based Training
• Virtual Reality

Background:

• Virtual reality (VR) simulators provide accessible, low-stakes training for bronchoscopy.
• Automatic scoring in VR assessments aids in monitoring learner progression.
• Understanding trainee perceptions of VR assessment is crucial for effective training.

Purpose of the Study:

• To investigate which assessments trainees select for documentation and feedback.
• To identify factors influencing trainees' assessment choices in VR bronchoscopy training.

Main Methods:

• A sequential explanatory mixed methods approach was employed.
• Pediatric critical care medicine trainees undergoing bronchoscopy training participated.
• Data included simulation practice attempt types (learning-focused vs. assessment-focused) and duration, followed by interviews on assessment perceptions.

Main Results:

• No significant difference in the number of learning-focused versus assessment-focused practice attempts.
• Learning-focused attempts were significantly longer (16 min) than assessment-focused attempts (6 min).
• Trainees perceived recorded assessments as high-stakes, documenting only superior scores and feeling more comfortable experimenting when scores were not recorded.

Conclusions:

• Trainees utilized VR simulator's automatic assessments for self-monitoring progression.
• The high-stakes nature of recorded scores discouraged trainees from seeking supervisor feedback.
• Perceptions of assessment formality influence how trainees engage with VR simulation feedback mechanisms.