Objective To evaluate the effect of immersive virtual reality(IVR) combined with high simulation makeup technology in the training of emergency medical rescue in disaster scene. Methods From April 2021 to December 2021, a total of 97 undergraduates from five-year program of clinical medicine enrolled in 2018 in Jiaxing University College of Medicine received the training of emergency medical rescue in disaster scene .They were divided into traditional teaching group (49 students) and IVR teaching group (48 students). PBL method was adopted in the traditional teaching group and IVR combined with high simulation makeup technology was adopted in the IVR teaching group .By the end of the course, the teaching effect has been evaluated by the final exam results of the two groups and the questionnaire survey of the IVR teaching group. The final results between the two groups were compared using the t-test or the chi-square test. Results The questionnaire survey in IVR teaching group showed that 93.6% (44/47) students recognized the teaching method of IVR combined with high simulation makeup technology which provided a good environmental experience in disaster scene, 83.0% (39/47) students believed that this teaching method had a good sensory experience and 83.0% (39/47) of them experienced encouragement to their active learning. The average exam score related to emergency medical rescue in IVR teaching group were significantly higher than that in the traditional teaching group [(9.10±2.36) vs. (7.11±1.65), P<0.001]. Conclusions IVR combined with high simulation makeup technology can improve students' environmental experience and sensory experience in the training of emergency medical rescue in disaster scene, which meet the needs from students and thus improve the quality of teaching.
Yang Shucong
,
Suo Yuan
,
Cao Wei
,
Lu Yuting
,
Yu Huijie
. Application of immersive virtual reality(IVR)combined with high simulation makeup technology in the training of emergency medical rescue in disaster scene[J]. Chinese Journal of Medical Education, 2022
, 42(9)
: 819
-822
.
DOI: 10.3760/cma.j.cn115259-20220126-00110
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