使用沉浸式虚拟现实应用程序教育医学学生患者移交:试点研究
Laura Isabel Hanke1, Patrick Schwoerer1, Florentine Huettl1
1Department for General, Visceral and Tranplant Surgery, University Medical Center of the Johannes Gutenberg-University Mainz, Langenbeckstr. 1, Mainz, 55131, Germany, 49 6131 17 7291.
JMIR serious games
|August 27, 2025
概括
虚拟现实 (VR) 培训提高了医学学生对患者交接技能的信心. 这种安全而有吸引力的补充工具提高了学习的乐趣, 没有影响动机或考试成绩.
科学领域:
- 医疗教育
- 虚拟现实应用
- 手术培训
背景情况:
- 结构化的患者移交对于积极的患者结果至关重要.
- ISBAR (介绍,情况,背景,评估,建议) 方法是转让的关键沟通工具.
- 现有的课程往往包括与患者演员的交接培训.
研究的目的:
- 评估医学生补充虚拟现实 (VR) 交付培训的有效性和用户参与.
- 评估VR程序的可用性,沉浸性以及视觉诱导的运动性疾病 (VIMS) 和眼睛疲劳的潜力.
- 探索学生的动力,学习时间和医疗教育中的VR整体经验.
主要方法:
- 使用360度视频和结构化病例开发了一个沉浸式VR应用程序.
- 虚拟现实培训是现有课程的可选补充材料.
- 通过调查评估参与者的特点,可用性,VIMS,动机,研究时间和信心水平,并与对照组进行比较. 还比较了客观结构化临床检查 (OSCE) 的成绩.
主要成果:
- 92名学生参加了VR培训,报告患者在培训后的交付信心显著提高 (P<.01) 并且更喜欢学习 (P<.01).
- 在VR参与者与非参与者之间,没有发现动机 (P=11) 或研究时间 (P=54) 的显著差异.
- 可用性很高,报告的VIMS和眼睛疲劳最小 (中位数为1). 欧安组织的分数没有区别 (P=.62).
结论:
- 虚拟现实应用可以作为一种安全,有效和有吸引力的辅助工具,
- 虚拟现实提供了一个灵活的,激励的,愉快的教育体验,
- 这项研究支持将虚拟现实纳入医学教育以提高技能发展和学生参与度.
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