Use of Virtual Reality to Educate Undergraduate Medical Students on Cardiac Peripheral and Collateral Circulation
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SHORT COMMUNICATION
Use of Virtual Reality to Educate Undergraduate Medical Students on Cardiac Peripheral and Collateral Circulation Roberto Galvez 1,2
&
Robert C. Wallon 1 & Laura Shackelford 1,3 & Jennifer R. Amos 1,4 & Judith L. Rowen 1
Accepted: 5 October 2020 # International Association of Medical Science Educators 2020
Abstract Many medical schools are looking to utilize virtual reality (VR); however, due to its novelty, we know little about how VR can be effectively used in medical education. This study evaluates a case-centered VR task that supported students with learning peripheral and collateral circulation, anatomical features that are not easily observed in cadavers. Data sources included a quiz, survey, and focus group. Based on quantitative and qualitative analyses, we support the claim that this activity was an effective use of VR and identify features that made it effective, which can guide other educators who are interested in developing VR activities. Keywords Virtual reality . Active learning . Clinical vignette . Preclinical . Undergraduate Medical Education . Cardiology
Background There is growing excitement regarding the potential for virtual reality (VR) in Undergraduate Medical Education (UME); however, there is currently relatively little guidance regarding best practices for designing effective VR experiences [1]. The potential for VR in medical education has been accelerated by recent proliferation of commercially available VR headsets, making the technology less expensive and more feasible to implement in medical school curricula. Although there has already been an integration of three-dimensional visualizations in medical school curricula, especially in specific content areas such as anatomy, much of that work has featured learning environments that are relatively less immersive such as three-dimensional visualizations [2] or large multi-touch displays [3]. Additionally, the
* Roberto Galvez [email protected] 1
Carle Illinois College of Medicine, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
2
Deptartment of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
3
Department of Anthropology, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
4
Deptartment of Bioengineering, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
reported outcomes have typically been student perceptions of technology. This paper makes a contribution to the literature by sharing an evaluation of a case-centered, immersive, easily customizable, VR activity designed to help students develop a three-dimensional understanding of peripheral and collateral circulation, anatomical features that are difficult for students to conceptualize and not easily observed in postmortem cadavers. The outcomes obtained go beyond student perceptions of the technology and provide tangible suggestions for educators looking to design beneficial VR experiences.
Activity The activity was designed as a case-centered VR task to enabl
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