Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial
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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.
in: SCAND J TRAUMA RESUS, Jahrgang 29, Nr. 1, 01.02.2021, S. 27.Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung
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TY - JOUR
T1 - Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students: a randomized controlled trial
AU - Issleib, Malte
AU - Kromer, Alina
AU - Pinnschmidt, Hans O
AU - Süss-Havemann, Christoph
AU - Kubitz, Jens C
PY - 2021/2/1
Y1 - 2021/2/1
N2 - 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.
AB - 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.
U2 - 10.1186/s13049-021-00836-y
DO - 10.1186/s13049-021-00836-y
M3 - SCORING: Journal article
C2 - 33526042
VL - 29
SP - 27
JO - SCAND J TRAUMA RESUS
JF - SCAND J TRAUMA RESUS
SN - 1757-7241
IS - 1
ER -