JMIR Publications

ABSTRACT

Background:

Simulation-based technologies are emerging to enhance medical education in the digital era. However, there is limited evidence for the use of virtual reality simulation in paediatric medical education. We developed Virtual Doc as a highly immersive virtual reality simulation to teach paediatric cardiopulmonary resuscitation skills to medical students.

Objective:

The primary objectives of this study were to evaluate participant satisfaction and the perceived educational efficacy of Virtual Doc. The secondary aim of this study was to assess the gameplay features of Virtual Doc.

Methods:

We conducted a prospective closed beta testing study at The University of New South Wales (Sydney, Australia) in 2018. All medical students from the six-year undergraduate program were eligible to participate and were recruited through voluntary convenience sampling. Participants attended a one-hour testing session and attempted at least one full resuscitation case using the virtual reality simulator. Following this, participants were asked to complete an anonymous post-session questionnaire. The responses were analysed using descriptive statistics.

Results:

Twenty-six participants were recruited, consented to participate in this study, and attended a one-hour in-person closed beta testing session. Twenty-three participants completed the anonymous questionnaire and were included in this study (response rate of 23/26, 88%). In regard to participant satisfaction, Virtual Doc was enjoyed by 21 of 23 (91%) participants, with 17 of 23 (74%) and 15 of 23 (66%) participants intending to recommend the simulation to a colleague or friend, respectively. In assessment of the perceived educational value of Virtual Doc, 16 of 23 (70%) of participants agreed with an improved understanding of cardiopulmonary resuscitation and 18 of 23 (78%) participants agreed that Virtual Doc will help prepare for and deal with real-life clinical scenarios. Furthermore, 21 of 23 (91%) participants agreed with the development of additional Virtual Doc cases as beneficial for learning. An evaluation of the gameplay features as our secondary objective revealed that 16 of 23 (70%) participants agreed with ease in understanding how to use Virtual Doc and 17 of 23 (74%) participants found the gameplay elements useful in understanding cardiopulmonary resuscitation. Seven of twenty-three (30%) participants found it easy to work with the interactive elements. In addition, 17 of 23 (74%) participants were interested in interacting with other students within the simulation.

Conclusions:

Our study demonstrates a positive response regarding trainee satisfaction and the perceived educational efficacy of Virtual Doc. The simulation was widely accepted by the majority of users and may have the potential to improve educational learning objectives.