The Feasibility of Virtual Reality and Student-Led Simulation Training as Methods of Lumbar Puncture Instruction
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ORIGINAL RESEARCH
The Feasibility of Virtual Reality and Student-Led Simulation Training as Methods of Lumbar Puncture Instruction Mark Roehr 1
&
Teresa Wu 1,2 & Philip Maykowski 1 & Bryce Munter 1 & Shelby Hoebee 1 & Eshaan Daas 1 & Paul Kang 1
Accepted: 26 October 2020 # International Association of Medical Science Educators 2020
Abstract Background There is limited data assessing simulation and virtual reality training as a standardized tool in medical education. This feasibility study aimed to evaluate the effectiveness of virtual reality training and a student-led simulation module in preparing medical students to perform a lumbar puncture. Methods Twenty-five medical students completed a pre-intervention survey, and a baseline video recorded lumbar puncture procedure on a task trainer. Students were randomly distributed into the virtual reality group, or the curriculum’s standard student-led procedural instruction group. Participants were then given 45 min to practice the lumbar puncture procedure. After the intervention, all participants were video recorded again as they performed a post-intervention lumbar puncture and completed a post-intervention survey. Pre- and post-intervention videos were scored using a critical action checklist in conjunction with time needed to complete the procedure to evaluate proficiency. Results At baseline, there were no major statistically significant differences between groups. Assessing overall post-intervention performance, both groups showed improvement in aggregate score (p < 0.001) and time required to complete (p = 0.002) the lumbar puncture. Following interventions, the student-led group improved over the virtual reality group in a variety of metrics. The student-led group increased their aggregate score by 3.49 and decreased their time to completion by 34 s over the VR group when controlling for baseline measures. Conclusions Both virtual reality and student-led simulation training were useful training modalities, with hands-on simulation showing better results versus virtual reality training in this setting. Keywords Simulation . Virtual reality . Clinical skills . Procedural training . Medical education . Student-led
Background Over the past several decades, simulation has become more widely used as a teaching modality in hospitals, dedicated simulation centers, mobile simulation centers, and in situ environments [1]. There has been a particular increase in
simulation as a mode of instruction in medical student and postgraduate medical education [2]. Simulation-based training (SBT) is defined as the artificial representation of a real-world process in an attempt to achieve educational goals through experiential learning [3]. SBT within the medical sphere covers a variety of skills and functions, and often involves
* Mark Roehr [email protected]
Eshaan Daas [email protected] Paul Kang [email protected]
Teresa Wu [email protected] Philip Maykowski [email protected]
1
The University of Arizona College of Medicine – Phoenix,
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