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Virtual reality learning: A randomized controlled trial assessing medical student knowledge of fetal development.
Ryan, Grace; Rafferty, Anthony; Murphy, John; Higgins, Mary F; Mangina, Eleni; McAuliffe, Fionnuala M.
Afiliación
  • Ryan G; UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland.
  • Rafferty A; UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland.
  • Murphy J; UCD School of Computer Science, University College Dublin, Dublin, Ireland.
  • Higgins MF; UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland.
  • Mangina E; UCD School of Computer Science, University College Dublin, Dublin, Ireland.
  • McAuliffe FM; UCD Perinatal Research Centre, School of Medicine, University College Dublin, National Maternity Hospital, Dublin, Ireland.
Int J Gynaecol Obstet ; 162(1): 292-299, 2023 Jul.
Article en En | MEDLINE | ID: mdl-36883288
OBJECTIVE: To investigate whether a virtual reality learning environment (VRLE) enhanced student understanding and knowledge compared with a traditional tutorial. METHOD: A randomized controlled trial involving medical students from University College Dublin, Ireland. Participants were assigned to an intervention (VRLE involving a 15-min learning experience on the stages of fetal development) or control (PowerPoint tutorial on the same topic) group. Multiple choice questionnaires (MCQs) assessed knowledge at three time points: preintervention, immediately postintervention, and 1 week postintervention. Primary outcomes were differences in MCQ knowledge scores postintervention between groups. Secondary outcomes included attitudes on the learning experience assessed using the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) and the Virtual Reality Design Scale (VRDS). RESULTS: No statistically significant between-group differences were found in the primary outcome assessing postintervention knowledge scores. Within-group differences in knowledge scores were significant among the three time points for both the intervention (P < 0.01 [95% confidence interval, 5.33-6.19]) and control (P = 0.02 [95% confidence interval, 5.74-6.49]) groups. Mean levels of satisfaction and self-confidence in learning were higher in the intervention group compared with the control group: 54.2 (standard deviation, 7.5) and 50.5 (standard deviation, 7.2), respectively (P = 0.21). CONCLUSION: VRLEs are a learning tool that can support knowledge development.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Realidad Virtual Tipo de estudio: Clinical_trials Límite: Humans Idioma: En Revista: Int J Gynaecol Obstet Año: 2023 Tipo del documento: Article País de afiliación: Irlanda Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
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XML
PubMed Links
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Realidad Virtual Tipo de estudio: Clinical_trials Límite: Humans Idioma: En Revista: Int J Gynaecol Obstet Año: 2023 Tipo del documento: Article País de afiliación: Irlanda Pais de publicación: Estados Unidos