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Incorporating Augmented Reality Patients Into Online Trauma Training to Support Mental Model Development: An
Lauren Mansour1, Christen Sushereba, Christopher E San Miguel
1From the School of Health and Rehabilitation Sciences (L.M., E.S.P.), College of Medicine, The Ohio State University, Columbus, OH; Unveil, LLC (C.S., L.G.M.), Cincinnati, OH; Department of Emergency Medicine (C.E.S.M.), College of Medicine, The Ohio State University, Columbus, OH; and Department of Integrated Systems Engineering (T.T.A.), College of Engineering, The Ohio State University, Columbus, OH.
Introduction:
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.
Methods:
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.
Results:
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.
Conclusions:
Adding virtual flashcards to traditional training significantly improved diagnostic accuracy while being engaging and innovative.
