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Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial
BACKGROUND: Virtual reality is an innovative technology for medical education associated with high empirical realism. Therefore, this study compares a conventional cardiopulmonary resuscitation (CPR) training with a Virtual Reality (VR) training aiming to demonstrate: (a) non-inferiority of the VR i...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7851931/ https://www.ncbi.nlm.nih.gov/pubmed/33526042 http://dx.doi.org/10.1186/s13049-021-00836-y |
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author | Issleib, Malte Kromer, Alina Pinnschmidt, Hans O. Süss-Havemann, Christoph Kubitz, Jens C. |
author_facet | Issleib, Malte Kromer, Alina Pinnschmidt, Hans O. Süss-Havemann, Christoph Kubitz, Jens C. |
author_sort | Issleib, Malte |
collection | PubMed |
description | BACKGROUND: Virtual reality is an innovative technology for medical education associated with high empirical realism. Therefore, this study compares a conventional cardiopulmonary resuscitation (CPR) training with a Virtual Reality (VR) training aiming to demonstrate: (a) non-inferiority of the VR intervention in respect of no flow time and (b) superiority in respect of subjective learning gain. METHODS: In this controlled randomized study first year, undergraduate students were allocated in the intervention group and the control group. Fifty-six participants were randomized to the intervention group and 104 participants to the control group. The intervention group received an individual 35-min VR Basic Life Support (BLS) course and a basic skill training. The control group took part in a “classic” BLS-course with a seminar and a basic skill training. The groups were compared in respect of no flow time in a final 3-min BLS examination (primary outcome) and their learning gain (secondary outcome) assessed with a comparative self-assessment (CSA) using a questionnaire at the beginning and the end of the course. Data analysis was performed with a general linear fixed effects model. RESULTS: The no flow time was significantly shorter in the control group (Mean values: control group 82 s vs. intervention group 93 s; p = 0.000). In the CSA participants of the intervention group had a higher learning gain in 6 out of 11 items of the questionnaire (p < 0.05). CONCLUSION: A “classic” BLS-course with a seminar and training seems superior to VR in teaching technical skills. However, overall learning gain was higher with VR. Future BLS course-formats should consider the integration of VR technique into the classic CPR training or vice versa, to use the advantage of both teaching techniques. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13049-021-00836-y. |
format | Online Article Text |
id | pubmed-7851931 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-78519312021-02-03 Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial Issleib, Malte Kromer, Alina Pinnschmidt, Hans O. Süss-Havemann, Christoph Kubitz, Jens C. Scand J Trauma Resusc Emerg Med Original Research BACKGROUND: Virtual reality is an innovative technology for medical education associated with high empirical realism. Therefore, this study compares a conventional cardiopulmonary resuscitation (CPR) training with a Virtual Reality (VR) training aiming to demonstrate: (a) non-inferiority of the VR intervention in respect of no flow time and (b) superiority in respect of subjective learning gain. METHODS: In this controlled randomized study first year, undergraduate students were allocated in the intervention group and the control group. Fifty-six participants were randomized to the intervention group and 104 participants to the control group. The intervention group received an individual 35-min VR Basic Life Support (BLS) course and a basic skill training. The control group took part in a “classic” BLS-course with a seminar and a basic skill training. The groups were compared in respect of no flow time in a final 3-min BLS examination (primary outcome) and their learning gain (secondary outcome) assessed with a comparative self-assessment (CSA) using a questionnaire at the beginning and the end of the course. Data analysis was performed with a general linear fixed effects model. RESULTS: The no flow time was significantly shorter in the control group (Mean values: control group 82 s vs. intervention group 93 s; p = 0.000). In the CSA participants of the intervention group had a higher learning gain in 6 out of 11 items of the questionnaire (p < 0.05). CONCLUSION: A “classic” BLS-course with a seminar and training seems superior to VR in teaching technical skills. However, overall learning gain was higher with VR. Future BLS course-formats should consider the integration of VR technique into the classic CPR training or vice versa, to use the advantage of both teaching techniques. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13049-021-00836-y. BioMed Central 2021-02-01 /pmc/articles/PMC7851931/ /pubmed/33526042 http://dx.doi.org/10.1186/s13049-021-00836-y Text en © The Author(s) 2021 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Original Research Issleib, Malte Kromer, Alina Pinnschmidt, Hans O. Süss-Havemann, Christoph Kubitz, Jens C. Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial |
title | Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial |
title_full | Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial |
title_fullStr | Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial |
title_full_unstemmed | Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial |
title_short | Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial |
title_sort | virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7851931/ https://www.ncbi.nlm.nih.gov/pubmed/33526042 http://dx.doi.org/10.1186/s13049-021-00836-y |
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