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Collaborative virtual reality environment in disaster medicine: moving from single player to multiple learners
Laure Abensur Vuillaume1, Jonathan Goffoy2, Nadège Dubois2
1SAMU 57, Service d'Accueil Des Urgences, CHR Metz-Thionville, Metz, France. laure.abensur-vuillaume@chr-metz-thionville.fr.
BMC Medical Education
|April 19, 2024
Summary
Virtual reality (VR) training for disaster medicine is effective for groups, significantly improving self-efficacy. While generally satisfactory, group size can impact learning, highlighting areas for future multi-player VR development.
Area of Science:
- Medical Education
- Disaster Medicine
- Virtual Reality Technology
Background:
- Virtual reality (VR) offers a solution to the logistical and cost challenges of traditional disaster medicine training scenarios.
- Current VR systems are primarily single-player, limiting their application in collaborative disaster medicine training.
- This study evaluates the educational impact of using individual VR simulations within a group learning environment for disaster medicine.
Purpose of the Study:
- To assess the educational value of group-based VR simulation in disaster medicine.
- To measure changes in perceived self-efficacy, satisfaction, and confidence in learning among participants.
- To identify potential limitations and areas for improvement in group VR training for disaster medicine.
Main Methods:
- A group of learners participated in a VR simulation of a train crash, involving START triage and first aid.
- Participants were assigned different roles: immersed VR users, paper-based triage, and communication roles.
- Perceived self-efficacy was measured at baseline (T0), immediately post-training (T1), and 2 months later (T2), alongside satisfaction and confidence.
Main Results:
- Perceived self-efficacy significantly increased from T0 to T1 and remained stable at T2 (p < 0.001).
- High median satisfaction (21/25) and confidence (32/40) were reported, with 90% finding the activity engaging.
- Participant role did not affect outcomes, but a negative correlation existed between satisfaction and feeling hindered by group size (rS = -0.51, p = 0.002).
Conclusions:
- Group-based VR simulation in disaster medicine is a satisfactory and effective educational tool.
- Identified limitations, particularly concerning group size interference, provide direction for future VR tool development.
- Further research should investigate the long-term impact of this simulation modality on learning and knowledge retention.
