Effectiveness analysis of traditional and mixed reality simulations in medical training: a methodological approach for the assessment of stress, cognitive load and performance

La simulazione nell'educazione in medicina è considerata un metodo di formazione in grado di migliorare le competenze cliniche e il comportamento degli operatori sanitari e, di conseguenza, la qualità dell'assistenza per il paziente. Inoltre, l'utilizzo di nuove tecnologie come la Realtà Aumentata, offre ai discenti l'opportunità di esercitarsi in un ambiente immersivo. L'opportunità di sperimentare questo innovativo metodo didattico è efficace non solo nel ridurre il rischio di errori e approcci sbagliati ma anche nel provare ansia e stress simili a quelli avvertiti nella pratica reale. La sfida sta nel trovare il giusto equilibrio. I discenti devono infatti provare lo stesso stress che avvertirebbero lavorando ad un vero caso clinico ma, allo stesso tempo, devono essere controllati ed evitati possibili disturbi da stress post-traumatico, verificabili soprattutto nel campo della gestione delle emergenze (pronto soccorso). Inoltre, è fondamentale anche ottenere alte prestazioni e un apprendimento adeguato, evitando sovraccarichi cognitivi che influenzerebbero negativamente l’apprendimento. Tuttavia, ad oggi mancano ancora studi approfonditi sull'impatto che le simulazioni mediche hanno su stress, frustrazione, carico cognitivo e apprendimento dei discenti. Per questo motivo, l'obiettivo principale di questo studio è valutare l'efficacia del training tramite simulazione, analizzando prestazioni, ansia, stress e carico cognitivo durante simulazioni cliniche tradizionali (con manichino) ed avanzate (in realtà mista). A questo scopo, è stato sviluppato un approccio metodologico strutturato e completo per valutare le prestazioni, le condizioni emotive e cognitive degli studenti. Questo comprende l'acquisizione e l'analisi di parametri psicologici (valutazione soggettiva), segnali biometrici (valutazione oggettiva) e prestazioni. Questa indagine consente di evidenziare i punti deboli delle simulazioni e offre l'opportunità di definire utili linee guida per la riprogettazione e l'ottimizzazione delle stesse. La metodologia è stata applicata su tre casi studio: il primo si riferisce a simulazioni ad alta fedeltà per la gestione del paziente in pronto soccorso, il secondo si riferisce a simulazioni a bassa fedeltà per la pratica della rachicentesi. Per il terzo caso studio, è stato progettato e sviluppato un prototipo di simulatore in realtà mista per la rachicentesi, con l'obiettivo di migliorare il senso di realismo e immersione della simulazione a bassa fedeltà. 148 studenti sono stati coinvolti nei primi due casi studio osservazionali, mentre soltanto 36 studenti hanno preso parte allo studio pilota sulla simulazione in realtà mista. In tutti i casi di studio sono state effettuate analisi descrittive delle prestazioni, degli stati cognitivi ed emotivi. Per le simulazioni ad alta e bassa fedeltà, le analisi di regressione statistica hanno evidenziato quali variabili influenzano le prestazioni, lo stress e il carico cognitivo degli studenti. Per lo studio pilota sulla realtà mista, l'analisi della user experience ha sottolineato i limiti tecnici della nuova tecnologia.Simulation in medical education is considered a training method capable of improving clinical competence and practitioners’ behaviour, and, consequently quality of care and patient’s outcome. Moreover, the use of new technologies, such as augmented reality, offers to the learners the opportunity to engage themselves in an immersive environment. The opportunity to experiment with this innovative instructional method is effective not only in reducing the risk of errors and wrong approaches but also in experiencing anxiety and stress as in real practice. The challenge is to find the right stress balance: learners have to feel as if they were practicing in the real stressful clinical case, and, at the same time, post-traumatic stress disorders, verifiable especially in the emergency field, must be controlled and avoided. Moreover, it is fundamental also to obtain high performance and learning, thus avoiding cognitive overloads. However, extensive researches about the impact of medical simulations on students’ stress, frustration, cognitive load, and learning are still lacking. For this reason, the main objective of this study is to assess simulation training effectiveness by analysing performance, anxiety, stress, and cognitive load during traditional (with manikin) and advanced (with augmented reality) clinical simulations. A structured and comprehensive methodological approach to assess performance, emotional and cognitive conditions of students has been developed. It includes the acquisition and analysis of psychological parameters (subjective assessment), biometric signals (objective assessment), and task performance. This investigation allows to point out simulations’ weaknesses and offers the opportunity to define useful optimisation guidelines. The methodology has been applied to three case studies: the first one refers to high-fidelity simulations, for the patient management in the emergency room, the second one refers to low-fidelity simulation for rachicentesis. For the third case study, a prototype of a mixed reality simulator for the rachicentesis practice has been designed and developed aiming at improving the sense of realism and immersion of the low-fidelity simulation. While 148 students have been enrolled in the first two case studies, only 36 students have taken part in the pilot study about mixed reality simulation. Descriptive analysis about performance, cognitive and emotional states have been done in all the case studies. For the high-fidelity and low-fidelity simulations, the statistical regression analysis has pointed out which variables affect students’ performance, stress, and cognitive load. For the pilot study about mixed reality, the user experience analysis highlighted the technical limitations of the new technology

Development and Validation of a Hybrid Virtual/Physical Nuss Procedure Surgical Trainer

With continuous advancements and adoption of minimally invasive surgery, proficiency with nontrivial surgical skills involved is becoming a greater concern. Consequently, the use of surgical simulation has been increasingly embraced by many for training and skill transfer purposes. Some systems utilize haptic feedback within a high-fidelity anatomically-correct virtual environment whereas others use manikins, synthetic components, or box trainers to mimic primary components of a corresponding procedure. Surgical simulation development for some minimally invasive procedures is still, however, suboptimal or otherwise embryonic. This is true for the Nuss procedure, which is a minimally invasive surgery for correcting pectus excavatum (PE) – a congenital chest wall deformity. This work aims to address this gap by exploring the challenges of developing both a purely virtual and a purely physical simulation platform of the Nuss procedure and their implications in a training context. This work then describes the development of a hybrid mixed-reality system that integrates virtual and physical constituents as well as an augmentation of the haptic interface, to carry out a reproduction of the primary steps of the Nuss procedure and satisfy clinically relevant prerequisites for its training platform. Furthermore, this work carries out a user study to investigate the system’s face, content, and construct validity to establish its faithfulness as a training platform

Augmented reality (AR) and virtual reality (VR) applications during Covid-19 pandemic among preclinical medical and dentistry students: a mini-review

The efficacy of online learning in delivering theoretical knowledge with appropriate content to students is imperative, especially in the Covid-19 pandemic era. Substantial interactive teaching materials were developed for higher education. However, some were designed immensely general, especially in fulfilling the syllabus of preclinical medical and dentistry students. Augmented reality (AR) is an interactive three-dimension (3D) experience that uses computers to overlay virtual information in the real world whereas virtual reality (VR) is a computer-generated artificial recreation of a real-life experience or situation. Interestingly, both can be complemented and integrated into online and traditional teaching methods. Implementation of these technologies will increase the learning efficacy in understanding the human body’s anatomical and physiological changes in the normal or pathological state. As AR and VR technologies are continuously evolving, this review provides the preview and current updates on AR and VR applications in medical and dentistry education which may benefit the educators within these specialities

The application of innovative virtual world technologies to enhance healthcare education

The World Wide Web has evolved leading to the development of three- dimensional virtual worlds. These are online, accessible environments through which a user may engage, communicate and interact via their digital self, known as their avatar. These virtual worlds offer the opportunity for further content to be generated in order to provide new environments and simulations. This research work explores the potential of virtual worlds in providing an educational platform for healthcare professionals. In order to establish this, the effectiveness of a virtual world environment was determined through the use of a custom-built virtual world operating theatre, which was utilised to train operating theatre novices in preparation for the real-life environment. Following the application of a virtual world environment, this research explored the development of a virtual patient scenario for training healthcare professionals. The virtual patient scenario focused on the management of adverse events associated with medical infusion devices with a nurse user group assessing the simulation face validity. The next step was to devise a methodology to develop a series of immersive virtual patients. This involved the use of allied web technologies to produce a robust, reproducible method of 3D virtual patient generation. Three virtual patients were constructed, with distinct surgical pathologies at three levels of increasing complexity. Subsequently the face, content and construct validity of the virtual patients was established to differentiate surgeons of different training grades. Finally the virtual patients were utilised to emulate real clinical situations, in which handoff of patient information occurred. The virtual patients were used to establish if the quality of handoff impacted on the subsequent patient management in a simulated setting. Overall this research has demonstrated the efficacy of virtual world environments and simulations in providing an alternative educational platform for healthcare professionals.Open Acces

GSGS'18 ::3rd Gamification & Serious Game Symposium : health and silver technologies, architecture and urbanism, economy and ecology, education and training, social and politics

The GSGS’18 conference is at the interface between industrial needs and original answers by highlighting the playful perspective to tackle technical, training, ecological, management and communication challenges. Bringing together the strengths of our country, this event provides a solid bridge between academia and industry through the intervention of more than 40 national and international actors. In parallel with the 53 presentations and demos, the public will be invited to participate actively through places of exchange and round tables

Go with the flow : to facilitate learning in laparoscopic gynecology

Background. Education in medicine, particularly in surgical disciplines, is crucial since it affects patient safety. The learning process is dependent on individual abilities, prior knowledge and the learning environment. Evidence of simulators’ positive impact on actual laparoscopic performance is mounting. However, less attention has been given to non-technical factors that might have direct effect on both simulated and real laparoscopic performance. Aims of the thesis. 1. To evaluate if visiospatial ability, as measured by the mental rotation test A, correlates with gynecological simulated laparoscopic performance (paper I) 2. To examine if self-efficacy and flow are associated with simulated laparoscopic performance (paper II) 3. To investigate if visiospatial ability, self-efficacy, flow and simulator training in LapSimGyn®, with or without mentorship with feedback influence performance in laparoscopic tubal occlusion (paper III) 4. To evaluate the effect of mentorship with feedback on simulated laparoscopic performance using both quantitative and qualitative methods (paper IV) Materials and methods. The participants in the studies were consultants or residents in obstetrics and gynecology or medical students. Validated tests, questionnaires and scales assessed visiospatial ability, self-efficacy and flow. Simulator training was conducted in LapSimGyn®. Laparoscopic performance was measured as duration of surgery in the laparoscopic tubal occlusions. Group interviews and inductive thematic analyses were used to evaluate mentorship. Results. This thesis demonstrates that visiospatial ability correlated with duration of surgery in early gynecological laparoscopic simulator performance (r: Q0.64, p<0.05) as well as in early laparoscopic performance (rho: Q0.98, p<0.05) , Papers I-III. Simulator training appeared to enhance both selfQefficacy and flow, Papers II &III. Moreover, the findings suggested that laparoscopic performance was improved by simulator training with, or without, structured mentorship and by increased flow and self-efficacy among the trainees. Duration of surgery was significantly shorter in the trained groups (median 340 s, IQR: 285Q537), as compared to the control group (median 760 s, IQR: 573Q1218) , Paper III. Mentorship with feedback influenced laparoscopic simulator performance. Right instrument path length was shorter in the mentor group (median 3.9 m, IQR: 3.3Q4.9) as compared to the control group (median 5.9 m, IQR: 5.0Q8.1) . Students in the mentor and nonQmentor groups expressed the importance of getting support and being acknowledged, Paper IV

Savinglife®: an educacional technology for basic and advanced cardiovascular life support in nursing

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Saúde, Programa de Pós-Graduação em Enfermagem, Florianópolis, 2016.A taxa de sobrevivência da parada cardiopulmonar continua pobre, apesar dos avanços na Ressuscitação Cardiopulmonar e no Suporte Avançado de Vida em Cardiologia (ACLS). Muitas deficiências têm sido relatadas por pesquisadores durante a realização de cuidados de ressuscitação. Métodos de treinamento convencionais são muitas vezes insuficientes para treinar profissionais para oferecer alta qualidade nos cuidados de reanimação. Por outro lado, a abordagem da Aprendizagem Baseada em Problemas (PBL) mostrou-se como um melhor método de ensino para a ressuscitação cardiopulmonar e o treinamento em suporte avançado de vida em cardiologia. O desenvolvimento das tecnologias da informação e da comunicação e a acessibilidade dos dispositivos móveis aumentaram as possibilidades do processo de ensino-aprendizagem em qualquer lugar e a qualquer hora. Aplicações móveis e web permitem a produção de modelos de ensino e aprendizagem construtivos em vários contextos educacionais, mostrando o potencial de aprendizagem ativa em enfermagem. A tese teve como objetivo: Desenvolver e avaliar, o Savinglife®, uma tecnologia educacional para suporte cardiovascular básico e avançado de vida em Enfermagem.Os resultados foram divididos em três fases: a primeira fase consistiu na realização de uma revisão sistemática que avaliou o uso de métodos e tecnologias de aprendizagem baseada em problemas no ensino em ressuscitação cardiopulmonar e suporte avançado de vida em cardiologia. A metodologia de revisão sistemática Cochrane foi seguida para pesquisar em quatro bases de dados eletrônicas: PubMed, LILACS, COCHRANE e Science Direct dos estudos publicados. Entre os 164 artigos obtidos, 9 estudos foram incluídos. As evidências disponíveis sugerem que as abordagens e tecnologias de aprendizagem baseada em problemas é um melhor método de ensino para o ensino de RCP e ACLS e aumentam o conhecimento, as habilidades e as competência dos alunos. Na segunda fase, apresentamos o desenvolvimento de uma tecnologia educacional (Savinglife®, um aplicativo) para a aprendizagem em ressuscitação cardiopulmonar e o treinamento em suporte avançado de de vida cardiovascular. Savinglife® é uma produção tecnológica, baseada no conceito de aprendizagem virtual e com a abordagem de aprendizagem baseada em problemas. O estudo foi desenvolvido de janeiro de 2016 a novembro de 2016, utilizando cinco fases (análise, projeto, desenvolvimento, implementação, avaliação) do processo de desenvolvimento de sistemas de ensino. A tecnologia apresentou 10 cenários e 12 simulações, abrangendo diferentes aspectos do suporte básico e avançado da vida em cardiologia. O conteúdo do aplicativo pode ser acessado de forma não linear, deixando os alunos livres para construir seus conhecimentos com base em sua experiência anterior. Na terceira fase, analisamos a qualidade e a usabilidade do Savinglife®. Para validade da qualidade e conteúdo, o aplicativo foi avaliado com a ferramenta LORI. O instrumento de avaliação baseado na norma ISO 9241-11 foi utilizado para avaliação de usabilidade do Savinglife®. A avaliação envolveu 15 especialistas em enfermagem e 4 programadores de computadores. Os especialistas em enfermagem avaliaram e analisaram a qualidade e a validade do conteúdo por meio do instrumento LORI, e os programadores avaliaram a usabilidade de Savinglife® usando instrumento de usabilidade composto de 15 itens. Os resultados extrapolaram a média alvo (4 - Muito Bom) na avaliação pelos especialistas em enfermagem (4,71) e pelos programadores (4,43). A análise das médias atribuídas a todas as nove variáveis na ferramenta LORI e todas as quinze variáveis na ferramenta Usabilidade tiveram pontuações elevadas (média geral de 4,71 e 4,43, respectivamente). Dentre as variáveis que compõem o instrumento LORI 2.0, a \"Interação e Usabilidade\" (4,93 ± 0,25) teve a média mais alta. Entre as variáveis que compõem o instrumento de Usabilidade, o \"O usuário é capaz de acessar o aplicativo facilmente\" (5 ± 0,00) teve a média mais alta. A partir dos resultados, é possível confirmar que Savinglife® tem critérios de Qualidade e Usabilidade e é adequado para ser utilizado no ensino em Suporte Básico e Avançado de vida. O Savinglife® pode preencher as lacunas de aprendizagem e das habilidades na tomada de decisão dos alunos de forma segura e ética.Abstract : The survival rate from cardiac arrest remains poor despite advances in Cardiopulmonary Resuscitation and Advanced Cardiovascular Life Support (ACLS). Many shortcomings have been reported by researchers during the performance of resuscitation care. Conventional training methods are often insufficient to train professionals to deliver high-quality resuscitation care. On the other hand, Problem Based Learning (PBL) approach has been shown a better instruction method for cardiopulmonary resuscitation and advanced cardiovascular life support training. The development of information and communication technologies and the accessibility of mobile devices has increased the possibilities of the teaching and learning process anywhere and anytime. Mobile and web application allows the production of constructive teaching and learning models in various educational settings, showing the potential for active learning in nursing. The objective of this thesis was to develop and evaluate, Savinglife® , an educational technology for basic and advanced cardiovascular life support in nursing. The results were divided in three phases: first phase consists of conducting a systematic review with the aim to evaluate the use of problem-based learning methods and technologies in the education of cardiopulmonary resuscitation and advanced cardiovascular life support. The Cochrane systematic review methodology was followed to search the four electronic databases of PubMed, LILACS, COCHRANE and Science Direct for published studies. Among 164 articles retrieved, 9 studies were finally included in the review. The available evidence suggests that problem based learning approaches and technologies is a better instruction method in the education of CPR and ACLS and enhance the knowledge, skill and competency of learners. In the second phase, we presented the development of an educational technology (Savinglife®, an app) for learning cardiopulmonary resuscitation and advanced cardiovascular life support training. Savinglife® is a technological production, based on the concept of virtual learning and problem-based learning approach. The study was developed from January 2016 to November 2016, using five phases (analyze, design, develop, implement, evaluate) of the instructional systems development process. The technology presented 10 scenarios and 12 simulations, covering different aspects of basic and advanced cardiac life support. The contents of the application can be accessed in a non-linear way leaving the students free to build their knowledge based on their previous experience. In the third phase, we analyze the quality and usability of Savinglife®. For quality and content validity the App was evaluated with LORI tool. The evaluation instrument based on the ISO 9241-11 standard was used for usability assessment of the Savinglife®. The evaluation involved 15 nursing experts and 4 computers programmers. The nursing experts assessed and analyzed the quality and validity of the content through LORI tool, and the programmers assessed the usability of Savinglife® using Usability instrument consist of 15 items. The results exceeded the target level (4 - Very Good) in the evaluation of nursing experts (4.71) and computer programmers (4.43). The analysis of the averages assigned to all nine variables in the LORI tool and all fifteen variable in the Usability tool have high mean scores (with general average of 4.71 and 4.43 respectively). Among the variables that make up the LORI 2.0 instrument, the Interaction and Usability (4.93 ± 0.25) has the highest average. Among the variables that make up the Usability instrument, the The user is able to access the application easily (5 ± 0.00) has the highest average. In the light of the obtained results, it is possible to confirm that Savinglife® has the Quality and Usability criteria and is adequate and suitable to be used in the education of BLS and ACLS. It is believed that Savinglife® can fill the gaps in learning and decision making abilities of students and can promote learning of BLS and ACLS skills in a safe and ethical manner

의대생을 대상으로 한 디지털 기반 해부학 교육과정 개발과 교육효과에 관한 연구

학위논문(박사) -- 서울대학교대학원 : 의과대학 의학과, 2023. 2. 신동훈.전통적인 카데바 해부는 다양한 이유로 인해 급격하게 감소하였고, 최근 몇 년 동안 기술 발전으로 의료 교육 분야에서는 다양한 디지털 기기와 소프트웨어가 생산되고 있다. 본 논문은 디지털 기술을 적용한 교육과정을 개발하고 디지털 기반 해부학 교육의 학습효과와 만족도를 알아보기 위해 두 가지 연구로 진행되었다. 첫번째 연구에서는 2019년 코로나 바이러스 발생으로 의료 교육과 의료 시스템이 약화되었다. 따라서 본 연구는 온라인 수업의 도입과 3차원 해부학 어플리케이션을 통한 수정된 일정이 학생들의 학업성취도와 만족도에 미치는 영향을 분석하였다. 해부학 교육은 코로나19 범유행으로 인해 3개의 하위단위(상하, 몸통, 머리와 목)로 나뉘었다. 온라인 강의를 제외한 카데바 해부와 필기 및 실기시험은 각각 50여명씩 3개의 반으로 나뉘어 진행됐다. 또한, 학생들의 학업성취도를 3개의 하위 단위에서 필기시험과 실기시험을 통하여 평가하였고, 수정된 해부학 일정에 대한 설문지를 작성하였다. 필기시험과 실기시험 점수는 대부분 2019년에 비해 2020년에 크게 떨어졌다. 다만, 가상해부학 어플리케이션을 활용한 몸통 세션에서는 2020년 실기시험 점수가 2019년보다 월등히 높았다. 70% 이상(팔다리와 몸통 세션)과 53% (머리와 목 세션) 학생들이 대면 실습에서 해부학을 공부하는 데 큰 어려움이 없다고 보고했다. 또한, 50% 이상의 학생들이 모든 세션에서 어플리케이션의 상당한 도움을 받았다. 두번째 연구에서 오늘날의 모든 의학 분야는 디지털 전환의 영향을 크게 받는다. 본 연구는 의학교육에서 디지털 역량의 통합 필요성을 설명하고, 학부 교육에서 이러한 역량의 구현이 어떻게 이루어질 수 있는지 디지털 기반 해부학 교육 커리큘럼을 제시한다. 이 연구는 교차 무작위 대조 시험이었다. 인체해부학과 신경해부학 실습은 3분반 (A반, B반, C반)으로, 1학년 의대생은 가상 해부 집단 (가상 해부 --> 카데바 해부)과 카데바 해부 집단 (카데바 해부 --> 가상 해부)으로 무작위 분류되었다. 가상 해부실습은 헤드마운티드 디스플레이, 태블릿, 실물 크기의 터치 스크린을 사용했다. 퀴즈 1은 첫번째 가상 해부실습 또는 카데바 해부실습 후에 해부학 지식을 비교하기 위해 진행되었다. 퀴즈 2와 설문조사는 모든 가상해부실습과 카데바 해부실습이 끝날 때 수행되었다. 인체해부학 실습의 경우, 퀴즈1의 평균 총점에서는 유의미한 차이가 없었다. 그러나, C반에서는 가상 해부 교육이 카데바 교육보다 월등히 높은 학업성취도를 보였다. 디지털 기기들 중에서, 대부분의 학생들은 태블릿 기반 학습이 효과적인 학습 방법이라고 생각했다. 신경해부학 실습에서는 가상 해부 교육이 카데바 교육보다 통계적으로 유의하게 높은 학업 성취도를 보여주었다. 대부분의 학생들은 3차원 디지털 기반 학습이 시체 해부학에 대한 이해를 향상시켰다고 보고하고, 디지털 실습 기기를 통한 가상 해부학 실습 경험에 가장 만족했다. 본 연구는 의학교육에서 디지털 기반 해부학 교육의 가능성을 보여주고 디지털 기반 해부학 교육은 전통적인 카데바 교육을 강화하는 혁신적인 학습 경험을 제공할 수 있을 것이다.Traditional cadaver dissection has been drastically reduced for various reasons, and technological advances in recent years have produced a variety of digital devices and software in medical education. This thesis was conducted in two studies to develop curriculums applying digital technologies and compare digital-based anatomy education with traditional anatomy education to find out the learning efficacy and satisfaction. In the first study, the coronavirus disease 2019 (COVID-19) outbreak weakened medical education and healthcare systems. Therefore, the effect of the modified schedule with the introduction of online classes and a three-dimensional anatomy application on students' academic achievement and satisfaction was analyzed. Anatomy education was divided into three regional units (the upper and lower limbs, trunk, and head and neck) due to COVID-19. The schedule was mixed with simultaneous and rotating schedules. Except for online lectures, cadaver dissections, and written and practical examinations were conducted in three classes of approximately 50 students each. Furthermore, students' performance was assessed using three sets of written and practical examinations, and they completed a questionnaire regarding modified anatomy laboratory schedules. Most of the written and practical examination scores significantly decreased in 2020 compared to 2019. However, in the trunk session that used the virtual anatomy application, the score on the practical examination in 2020 was significantly higher than in 2019. Over 70% (upper and lower limbs and trunk sessions) and 53% (head and neck session) students reported no significant difficulty in the face-to-face anatomy laboratory. In addition, over 50% of students received considerable help with the anatomy application in all sessions. In the second study, the digital revolution has impacted all medical disciplines. Therefore, the need for digital competencies in medical education and how to incorporate them into undergraduate training using a digital-based anatomy curriculum was addressed. This was a crossover randomized controlled trial. In both Human Anatomy and Neuroanatomy laboratories, there were three classes (class A, B, and C) in the first year of the Department of Medicine, and students were randomized into two groups: the virtual group (virtual dissection --> cadaver dissection) and the cadaver group (cadaver dissection --> virtual dissection). The virtual dissection laboratory was conducted via head-mounted displays, tablets, and a life-sized touchscreen. Quiz 1 (Q1) was tested following the first virtual or cadaver dissections. Quiz 2 (Q2) and a survey were conducted at the end of the final procedure in each training modality. Regarding the Human Anatomy laboratory, there was no significant difference in the Q1 mean total score. However, in class C, virtual education showed significantly higher academic achievement than cadaver education. Most students felt tablet-based learning was an effective study method among the digital lab resources. Regarding the Neuroanatomy laboratory, virtual education showed significantly higher academic achievement in Q1 than cadaver education. Most students reported that digital-based learning enhanced their understanding of cadaveric anatomy. Students were most satisfied with their experiences of virtual anatomy education through digital lab resources. These studies demonstrate the potential for digital-based anatomy education in medical education. Digital-based anatomy education can provide innovative learning experiences augmenting traditional cadaver education.Chapter 1 The Metaverse: A New Challenge for the Anatomy Education 01 Challenges Facing Anatomy Education 02 Applications of Metaverse in Medical Education 05 The List of Devices for Anatomy Education 08 Mobile Devices 08 Virtual Dissection Tables 09 Head-Mounted Displays 10 Digital Anatomy Applications 13 Contents' Scenarios for Digital Anatomy Education 15 Chapter 2 Exploring Medical Students' Performance and Satisfaction of the Modified Anatomy Schedules and a Digital Software During COVID-19 Pandemic 17 Introduction 18 Study Goals and Questions 20 Materials and Methods 21 Results 28 Discussion 32 Chapter 3 Virtual Anatomy Laboratory Education: A Randomized Controlled Trial Compared to Cadaver Dissection 36 Introduction 37 Study Goals and Questions 39 Materials and Methods 40 Results 48 Discussion 64 Conclusion 69 References 71 Supporting Information 85 Abstract in Korean 94 Acknowledgement 96박

Virtual reality stereoscopic 180-degree video-based immersive environments: Applications for training surgeons and other medical professionals

The theoretical and practical applications of immersive VR, although relatively new, have accomplished much in the area of pedagogical learner applications. This chapter describes the conceptual framework and Revinax® 180-degree stereoscopic video-based approach in addressing the academic achievement gap through conventional surgical students and nurses shadowing and how immersive VR environments may best address leveraging the learner’s capability of increasing their skill acquisition, learning, and knowledge retention in a more efficient time-period, circumventing the inherent issues with conventional shadowing. Further, these VR experiences through first-person Point of View (POV), although simulated and artificial, evoke mirror neurons, and can recruit neurocircuitry that are imperative for skill acquisition and later skill application. As such, the Revinax® instructional design model may provide a unique insight in how to use immersive VR environments to teach any learner that seeks to acquire surgical/medical professional training more efficiently and practically in a modern world of technology.book chapte