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Technological advances of the last decade allowed for the development of VR technology which has been applied to the medical field for the creation of innovative educational tools. Over the last three years, we developed a 3D VR course on Diuretic Action and eLectrolyte transport in the Nephron (DiAL-Neph). In this abstract, we present the qualitative assessment of the DiAL-Neph educational platform.
Over a period of three academic years (2020-2023), we performed a 1:1 randomization of internal medicine PGY1 residents into 2 groups: a VR group (exposed to the VR session) and a traditional group (received a printed script of the VR learning course). The VR session consisted of a 3D review of water and electrolyte transport across the nephron and of the mechanism of action of diuretics. Within a week of being exposed to the VR vs. traditional material, both groups attended a 2-hour seminar on physiology of solute/water transport and diuretics. At the end of the seminar, the VR group was asked to rate their VR educational experience using a Redcap-based survey consisting of a 4-point Likert scale, and focusing on the following parameters: interface, clarity of the delivered material, educational value, user engagement, likability, and interest in dissemination. Residents randomized to the VR group were also asked to participate in a focus group. Sessions were recorded and transcribed verbatim. Data was analyzed through the content analysis approach by two independent reviewers formally trained in medical education, who met to compare coding and reach consensus on emerging themes.
Of the 64 PGY1 residents who were randomized to VR group and completed the 2-hour seminar, sixty-two completed the platform assessment. More than 90% of the residents rated the platform positively in all parameters, and 77% preferred it as a teaching method (Table 1A). Three focus groups were held, one hour each. Groups included 9, 8, and 15 interns from academic years 2020-2021, 2021-2022, and 2022-2023. Several recurring themes emerged in our analysis and were classified as presented in table 1B.
Table 1A. Survey evaluating the VR platform
Total (N=62)
Survey Question
N missing
N agree or strongly agree (%)
The program is user friendly
0
58(93.5)
The response time of the program is adequate
1
59(96.7)
I was absorbed in the activity of the simulation
61(98.4)
The delivered material was clear
59(95.2)
The delivered material appropriately covered the learning objectives
The Oculus Quest made it easy to understand the learning objectives
57(91.9)
The Oculus Quest is a useful learning aid
Oculus Quest enhanced my understanding of nephrology concepts
I found the Oculus Quest enjoyable to use while learning
60(96.8)
I preferred using the Oculus Quest to the conventional teaching method
48(77.4)
I would like the Oculus Quest to be utilized for more topics in nephrology
POSITIVE THEMES
NEGATIVE THEMES
Recall: memory anchor with recall that was described as relevant to clinical practice
Lack of immediate clinical relevance
Attention span: great hook
More interaction: somewhat passive experience despite interactive format
Interaction: engaging and powerful
Organization: VR and lesson to be taught concurrently
Spatiality: improves understanding of structures
Environment control: ability to change the speed of the simulation
Enjoyable: cool / fun / graphically appealing
Logistical challenges: inability to take notes
Great supplemental resource
Technical challenges: motion sickness, lag, teleportation featureTable 1B. Focus group themes
The DiAL-Neph VR platform was very well received and was perceived as an impactful educational adjunct. Educational institutions should consider supporting the development of interactive educational tools to enhance the experience of the learners.