Quick-Time VRTM: when medical education meets virtual reality

Learning medicine is a difficult process to undertake, partially due to the complexity of the subject and limitations of traditional methods of teaching (lectures, textbooks, laboratory and anatomical dissections). These resources have been effective for decades, even though presenting intrinsic drawbacks. Textbooks are non-interactive education tools and do not provide any three dimensional experience. Cadaver dissection is an invaluable aid to learn anatomy. It provides an immersive, interactive experience allied with an inimitable tactile feedback. However, it has several limitations, including availability of specimens, costs and a substantial time commitment. Computer based virtual reality methods may overcome these drawbacks and provide interesting alternatives for medical training. Technological advances have generated great expectations for the use of computer-based virtual reality technologies in medical education, mainly anatomy and surgery. However, these Virtual Reality tools for general medical education are expensive due to the equipment necessary to create highly detailed, immersive three-dimensional image environments with real time friendly user interactivity. The concepts of Virtual Reality methods that generate immersive environments, as well as those that create simulated objects with interactive viewing features may be contemplated by the QuickTimeTM which is one of the technologies that can be successfully used for interactive, photorealistic displaying of medical images (radiological, anatomical and histological) and interaction on current generation of personal computers at a low and accessible cost. In this paper, the authors provide an overview of the Quick Time Virtual Reality methods aimingLearning medicine is a difficult process to undertake, partially due to the complexity of the subject and limitations of traditional methods of teaching (lectures, textbooks, laboratory and anatomical dissections). These resources have been effective for decades, even though presenting intrinsic drawbacks. Textbooks are non-interactive education tools and do not provide any three dimensional experience. Cadaver dissection is an invaluable aid to learn anatomy. It provides an immersive, interactive experience allied with an inimitable tactile feedback. However, it has several limitations, including availability of specimens, costs and a substantial time commitment. Computer based virtual reality methods may overcome these drawbacks and provide interesting alternatives for medical training. Technological advances have generated great expectations for the use of computer-based virtual reality technologies in medical education, mainly anatomy and surgery. However, these Virtual Reality tools for general medical education are expensive due to the equipment necessary to create highly detailed, immersive three-dimensional image environments with real time friendly user interactivity. The concepts of Virtual Reality methods that generate immersive environments, as well as those that create simulated objects with interactive viewing features may be contemplated by the QuickTimeTM which is one of the technologies that can be successfully used for interactive, photorealistic displaying of medical images (radiological, anatomical and histological) and interaction on current generation of personal computers at a low and accessible cost. In this paper, the authors provide an overview of the Quick Time Virtual Reality methods aiming to introduce them to medical educators and illustrate their application on medical training

Influence of Haptic Communication on a Shared Manual Task in a Collaborative Virtual Environment

International audienceWith the advent of new haptic feedback devices, researchers are giving serious consideration to the incorporation of haptic communication in collaborative virtual environments. For instance, haptic interactions based tools can be used for medical and related education whereby students can train in minimal invasive surgery using virtual reality before approaching human subjects. To design virtual environments that support haptic communication, a deeper understanding of humans' haptic interactions is required. In this paper, human's haptic collaboration is investigated. A collaborative virtual environment was designed to support performing a shared manual task. To evaluate this system, 60 medical students participated to an experimental study. Participants were asked to perform in dyads a needle insertion task after a training period. Results show that compared to conventional training methods, a visual-haptic training improves user's collaborative performance. In addition, we found that haptic interaction influences the partners' verbal communication when sharing haptic information. This indicates that the haptic communication training changes the nature of the users' mental representations. Finally, we found that haptic interactions increased the sense of copresence in the virtual environment: haptic communication facilitates users' collaboration in a shared manual task within a shared virtual environment. Design implications for including haptic communication in virtual environments are outlined

Virtual Reality in education and for employability

Virtual reality is becoming pervasive in several domains - in arts and film-making, for environmental causes, in medical education, in disaster management training, in sports broadcasting, in entertainment, and in supporting patients with dementia. An awareness of virtual reality technology and its integration in curriculum design will provide and enhance employability skills for current and future workplaces. In this webinar, we will describe the evolution of virtual reality technologies and our research in 3D virtual worlds, 3D virtual environments developed in Unity 3D, and mobile virtual reality via 360-degree photospheres (e.g. as in the Google Expeditions app) and 360-degree videos. We will discuss the technological and pedagogical affordances of virtual reality technologies and how they contribute towards learning and teaching. We will discuss the significance of using virtual reality in education, in training and skills development, and for employability

Evaluating System Usability, Workload Suitability, and User Experience of Game-Based Virtual Reality in Spaceflight Education and Training

Game-based instruction and immersive virtual reality are enhanced pedagogical methods beneficial in training environments involving complex disciplines, ranging from medical applications to construction engineering technology. This study investigated the use of game-based virtual reality (GBVR) when applied to the complex discipline of spaceflight education and training. As modern society places increasing demand on space-based amenities, the need for proficient satellite operators will also increase, requiring more accessible and more advanced training options. Spaceflight training scenarios, immersed in the GBVR environment, were developed and deployed to university student participants. Multiple validated scales were used to measure the GBVR system regarding three main attributes. System usability ranked above average on the System Usability Scale (SUS), user experience ranked above average on the Game User Experience Satisfaction Scale (GUESS-18), and workload ranked within 1.5% of the accepted mean value of the NASA Task Load Index (TLX). These results revealed positive feasibility and usability of GBVR applications when correctly deployed in a learning environment

Evaluating System Usability, Workload Suitability, and User Experience of Game-Based Virtual Reality in Spaceflight Education and Training

Game-based instruction and immersive virtual reality are enhanced pedagogical methods beneficial in training environments involving complex disciplines, ranging from medical applications to construction engineering technology. This study investigated the use of game-based virtual reality (GBVR) when applied to the complex field of spaceflight education and training. As modern society places increasing demand on space-based amenities, the need for proficient satellite operators will also increase, requiring more accessible and advanced training options. Satellite ground control training scenarios, immersed in the GBVR environment, were developed and deployed to university student participants. Multiple validated scales were employed to measure the GBVR system regarding three main attributes: system usability, workload suitability, and user experience. Results revealed that the GBVR system usability scores ranked above average on the System Usability Scale (SUS). Secondly, the workload suitability ranked within the accepted mean value range of the National Aeronautics and Space Administration (NASA) Task Load Index (TLX). And lastly, the user experience scores were similar to popular video game scores on the Game User Experience Satisfaction Scale (GUESS-18). Even with a small sample size (n = 10), the findings indicate that GBVR is a feasible tool when applied to a complex discipline such as spaceflight education and training

A Web-based Teaching and Training Network in Neurosurgery

In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-9The era we are living in is often referred to as the “information age” because new information and communication technology (ICT) has had an enormous influence and a revolutionary impact to change the way we do business, live and learn. New educational concepts, technologies and course contents will be required with consideration of topics, e.g. - Teaching/learning strategies, - E-learning environments, - Development and production of learning modules, - Web-based learning resources/tools, - Virtual learning labs/classrooms in conventional universities, - Collaborative learning in small groups, - Policies, ethics, worldwide (EU) standards. These new ICT systems open up new forms and ways of learning. In the German Federal Ministry of Education and Research (BMBF) granted project "Teaching and Training Network in Neurosurgery" (TT-Net), modern multimedia and information technology is used in the hospital in order to leverage it for the training of students and physicians. The aim is to compose web-based course modules for a virtual education system for neurological diseases. The TT-Net is being realized in a very well equipped and highly competent learning environment in the Hannover Medical School campus network

Virtual reality as a teaching aid for anatomy

Within medical education virtual reality (VR) environments have been used routinely for training and assessing medical skills (ref) whereas they remain less developed in other fields requiring knowledge of human anatomy. A full understanding of human anatomy requires students to learn a large number of terms which students typically struggle with using a traditional education model. Therefore the aim of this study was to determine whether using VR as an immersive learning opportunity could help students to engage with anatomy material and subsequently whether it may impact their achievement in related assessments

Cognitive realism in online authentic learning environments

The development of virtual reality and advanced computer applications have meant that realistic creations of simulated environments are now possible. Such simulations have been used with to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be in education for effective learning to occur? Some authors and researchers argue that problems should be real, or that simulations should have ultra-realistic physical similarity to an actual context. This paper proposes that physical verisimilitude to real situations is of less importance in learning than \u27cognitive realism\u27, provided by immersing students in engaging and complex tasks. The paper presents a description of the theory and research that provide the foundations for this approach. Examples of courses employing cognitive, rather than physical, realism will be presented together with the views of teachers, authors and instructional designers

Design of blended learning for civilian and military trauma care

Violence in society is increasing, but action plans to mitigate this problem are insufficient in several countries. New educational strategies, such as blended learning which integrate face-to-face and online education are needed. Knowledge about how to design such strategies and learning environments can contribute to strengthening and coordinating medical resources, sharing competences and more collaboration in the development of civilian and military trauma care. The model in Nordic countries, of necessity share specialized healthcare professionals between the civilian and military medical systems. The overall aim of this thesis was to increase knowledge about the design of blended learning and builds on four studies: Study I explored the similarities and differences in education and training at military medical services in the Nordic countries and to what degree blended learning was used. Results showed opposing views; some were negative to e-learning, whereas others were much more positive and saw potentials for innovating education. Contextual knowledge of healthcare was identified as the crucial key to success, but in order to blend education and training into blended learning, modern pedagogical competencies were needed. Study II identified educational challenges in civilian and military trauma care, expressed by health care professionals and was studied through observations, interviews and survey during education. The most difficult aspect of learning in management of complex trauma patients was perceived as the lack of real practice in extreme environments. Blended learning was seen as the potential of supporting learning processes. Study III, through interviews and video recordings investigated what internationally trauma experts described as challenging in teaching. Eight educational challenges were identified which represented particularly difficult aspects to teach and master in the area, and which were viewed as crucial for decision making. The results contributed as basis for identifying and introducing design principles for the design of virtual patients. Study IV introduced these design principles, then developed and tested two virtual patients. The virtual patients addressed the specific educational challenges in complex trauma care, provided possibilities for unlimited training, and supported decision making. They were integrated with the existing face-to-face education into one example of a blended learning model. Conclusions and implications: Key persons in the Nordic military medical systems, senior healthcare professionals and educators identify different and sometimes contradictory educational challenges and solutions, but share the view that there is an urgent need for developing education and training in the area. A particular mindset when managing complex trauma patients was identified as crucial by trauma experts. Two virtual patients were designed to address some of the challenges. Course participants appreciated the virtual patient cases and viewed them as realistic but expressed a need for more feedback. A pilot test confirmed that the decision-making in the cases posed challenging for the target group in the way the educators had predicted. Design principles and an educational model for blended learning for civilian and military trauma care are suggested