Abstract
Focused lung ultrasound (FLUS) has high diagnostic accuracy in many common conditions seen in a variety of emergency settings. Competencies are essential for diagnostic success and patient safety but can be challenging to acquire in clinical environments. Immersive virtual reality (IVR) offers an interactive risk-free learning environment and is progressing as an educational tool. First, this study explored the educational impact of novice FLUS users participating in a gamified or non-gamified IVR training module in FLUS by comparing test scores using a test with proven validity evidence. Second, the learning effect was assessed by comparing scores of each group with known test scores of novices, intermediates and experienced users in FLUS. A total of 48 participants were included: 24 received gamified and 24 received non-gamified IVR training. No significant difference was found between gamified (mean = 15.5 points) and non-gamified (mean = 15.2 points), indicating that chosen gamification elements for our setup did not affect learning outcome (p = 0.66). The mean scores of both groups did not significantly differ from those of known intermediate users in FLUS (gamified p = 0.63, non-gamified p = 0.24), indicating that both IVR modules could be used as unsupervised out-of-hospital training for novice trainees in FLUS.
Original language | English |
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Journal | Ultrasound in Medicine & Biology |
Volume | 49 |
Issue number | 3 |
Pages (from-to) | 841-852 |
ISSN | 0301-5629 |
DOIs | |
Publication status | Published - Mar 2023 |
Keywords
- Clinical Competence
- Education, Medical
- Humans
- Simulation Training
- Virtual Reality
- Ultrasonography
- Lung ultrasound
- Gamification
- Immersive virtual reality
- Simulation
- Education
- Skills
- Simulation-based training