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First experiences of immersive virtual reality as an additional learning tool in curricular teaching for orthopedic
Tobias Schöbel1, Leonard Schuschke2, Yasmin Youssef2
1Department of Orthopedics, Trauma and Plastic Surgery, University of Leipzig, Liebigstraße 20, 04103, Leipzig, Germany. tobias.schoebel@medizin.uni-leipzig.de.
Introduction:
Immersive virtual reality (iVR) simulators have been introduced for skills training in various medical disciplines. While iVR simulators have been shown to improve technical skills, they are currently not well established in curricular teaching for medical students. The aim of this study was to demonstrate the implementation of an iVR operating theater in addition to conventional bedside teaching in orthopedic and trauma surgery and to evaluate user feedback regarding expectations, acceptance and limitations.
Methods:
Medical students must complete a week of bedside teaching in orthopedic and trauma surgery in the fourth year. Of these students one third (n = 56) were given the opportunity to attend an iVR operation theater using Oculus Quest 2 headsets and controllers and the PrecisionOS software. Participants were able to train several surgical procedures. User feedback was obtained before and after the obligatory course by two questionnaires and compared statistically using the Mann-Whitney-U-test or Fishers' exact t‑test.
Results:
All students had high expectations regarding the implementation of iVR training in the course. The participants spent a mean time of 3.3 h per week using the iVR tool in addition to the regular course content. All students stated that iVR training was a useful addition to bedside teaching in orthopedic and trauma surgery. Most participants (87.0%) thought that VR applications will play a role in their future career. Motion sickness occurred in half of the participants. The main symptoms that were described were dizziness (37.0%), nausea (33.3%) and headaches (25.9%). Students who received an iVR tool rated the bedside course better than students who did not receive the iVR tool.
Conclusion:
The iVR training can be easily implemented into the curriculum of medical students. The high expectations of the participants were fulfilled and the students wished iVR to be a regular part of the obligatory courses in orthopedic and trauma surgery.
