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Immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training
INTRODUCTION: The use of immersive virtual reality simulated learning environments (VR SLEs) for improving clinical communication can offer desirable qualities including repetition and determinism in a safe environment. The aim of this study was to establish whether the mode of delivery, VR SLE vers...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8892424/ https://www.ncbi.nlm.nih.gov/pubmed/34706398 http://dx.doi.org/10.1002/jmrs.555 |
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author | Sapkaroski, Daniel Mundy, Matthew Dimmock, Matthew Richard |
author_facet | Sapkaroski, Daniel Mundy, Matthew Dimmock, Matthew Richard |
author_sort | Sapkaroski, Daniel |
collection | PubMed |
description | INTRODUCTION: The use of immersive virtual reality simulated learning environments (VR SLEs) for improving clinical communication can offer desirable qualities including repetition and determinism in a safe environment. The aim of this study was to establish whether the mode of delivery, VR SLE versus clinical role‐play, could have a measurable effect on clinical empathic communication skills for MRI scenarios. METHODS: A split‐cohort study was performed with trainee practitioners (n = 70) and qualified practitioners (n = 9). Participants were randomly assigned to four groups: clinician VR (CVR), clinician role‐play (CRP), trainee VR (TVR), and trainee RP (TRP). Clinical communication skills were assessed using two methods: firstly, a self‐reported measure – the SE‐12 communication questionnaire and, secondly, a training and assessment tool developed by a panel of experts. RESULTS: Participants in the VR trainee (TVR) and clinician (CVR) groups reported 11% (P < 0.05) and 7.2% (P < 0.05) improvements in communication confidence post training, whereas trainees assigned to the role‐play (TRP) intervention reported a 4.3% (P < 0.05) improvement. Empirical assessment of communication training scores assessing a participant’s ability to select empathic statements showed the TVR group performed 5% better on average than their role‐play counterparts (P < 0.05). CONCLUSION: The accuracy of participant's selection of appropriate empathic responses was shown to differ significantly following the training intervention designed to improve interactions with patients that present for an MRI scan. The results may demonstrate the capacity for immersion into an emotional narrative in a VR environment to increase the user’s susceptibility for recalling and selecting empathic terminology. |
format | Online Article Text |
id | pubmed-8892424 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-88924242022-03-10 Immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training Sapkaroski, Daniel Mundy, Matthew Dimmock, Matthew Richard J Med Radiat Sci Original Articles INTRODUCTION: The use of immersive virtual reality simulated learning environments (VR SLEs) for improving clinical communication can offer desirable qualities including repetition and determinism in a safe environment. The aim of this study was to establish whether the mode of delivery, VR SLE versus clinical role‐play, could have a measurable effect on clinical empathic communication skills for MRI scenarios. METHODS: A split‐cohort study was performed with trainee practitioners (n = 70) and qualified practitioners (n = 9). Participants were randomly assigned to four groups: clinician VR (CVR), clinician role‐play (CRP), trainee VR (TVR), and trainee RP (TRP). Clinical communication skills were assessed using two methods: firstly, a self‐reported measure – the SE‐12 communication questionnaire and, secondly, a training and assessment tool developed by a panel of experts. RESULTS: Participants in the VR trainee (TVR) and clinician (CVR) groups reported 11% (P < 0.05) and 7.2% (P < 0.05) improvements in communication confidence post training, whereas trainees assigned to the role‐play (TRP) intervention reported a 4.3% (P < 0.05) improvement. Empirical assessment of communication training scores assessing a participant’s ability to select empathic statements showed the TVR group performed 5% better on average than their role‐play counterparts (P < 0.05). CONCLUSION: The accuracy of participant's selection of appropriate empathic responses was shown to differ significantly following the training intervention designed to improve interactions with patients that present for an MRI scan. The results may demonstrate the capacity for immersion into an emotional narrative in a VR environment to increase the user’s susceptibility for recalling and selecting empathic terminology. John Wiley and Sons Inc. 2021-10-27 2022-03 /pmc/articles/PMC8892424/ /pubmed/34706398 http://dx.doi.org/10.1002/jmrs.555 Text en © 2021 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology https://creativecommons.org/licenses/by-nc/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc/4.0/ (https://creativecommons.org/licenses/by-nc/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes. |
spellingShingle | Original Articles Sapkaroski, Daniel Mundy, Matthew Dimmock, Matthew Richard Immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training |
title | Immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training |
title_full | Immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training |
title_fullStr | Immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training |
title_full_unstemmed | Immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training |
title_short | Immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training |
title_sort | immersive virtual reality simulated learning environment versus role‐play for empathic clinical communication training |
topic | Original Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8892424/ https://www.ncbi.nlm.nih.gov/pubmed/34706398 http://dx.doi.org/10.1002/jmrs.555 |
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