TR5 The Sim360 trial: innovating simulation training with the use of a 'flipped' 360-degree virtual reality video. A feasibility RCT. (November 2018)

• Record Type: Journal Article
• Authors: Tsigarides, Jordan; Curl-Roper, Jordan; Holland, Sophie; Rodrigues, Veena
• Is Part Of: BMJ simulation & technology enhanced learning. Volume 4(2018)Supplement 2
• Page Start: A39
• Page End: A39
• Publication Date: 2018-11
• Subjects: Medicine -- Simulation methods -- Periodicals; Medical innovations -- Periodicals; 610.113
• DOI: 10.1136/bmjstel-2018-aspihconf.70
• Languages: English
• ISSNs: 2056-6697

Abstract

Abstract : Introduction: Simulation is a widely-employed teaching method in undergraduate medical education, providing a safe and supportive experiential learning experience. 1 However, for inexperienced students, it can often be a stressful and daunting prospect with technical aspects of the SimMan® impeding learning. Production of a low-cost virtual reality (VR) resource has the potential to provide an appealing, immersive learning experience for the millennial learner, increasing preparedness and enhancing the learning potential of formal sessions. Methods: We created a 360-degree 3D video titled 'Introduction to SimMan® and calculation of the Early Warning Score (EWS) using a simulated patient'. This was based on content covered in the first simulation teaching session attended by first-year medical students at our institution. Twenty-nine first-year students were independently randomised to one of three groups: (1) viewing the video on their smartphone using a VR headset (n=9); (2) viewing the video on a desktop computer screen (n=10); or (3) not viewing the video at all i.e. the control group (n=10). One hour was allocated for students to watch the video prior to their first simulation teaching session. We assessed student performance in an OSCE-style simulation station and evaluated subjective experience using a survey, including the use of a validated assessment of students' motivation². Results: All participants completed the survey following the intervention. Provisional results using intention-to-treat analysis show that students who watched the virtual reality video felt significantly more prepared for their simulation teaching session compared to controls (p=0.03). Participants viewing the video using a VR headset reported higher median ratings of immersion and engagement compared to those viewing on a desktop monitor. Discussion and conclusions: VR has the potential to revolutionise the future of simulation training in medical schools, resulting in the production of immersive, low-cost, accessible resources for technology-enhanced learning. Our results suggest that students see the potential of this technology, feeling more engaged, immersed and prepared for their simulation session following exposure to the VR content. References: Agency for Healthcare Research and Quality. Medical errors: the scope of the problem 2009. Rockville, MD: Agency for Healthcare Research and Quality. Loorbach N, Peters O, Karreman J, Steehounder M. Validation of the instructional materials motivation survey (IMMS) in a self-directed instructional setting aimed at working with technology. British Journal of Educational Technology2015;46:204–18.