Remote Immersive Virtual Reality (RIVR) Teaching: Use in Ultrasound Guided Regional Anesthesia Procedural Skills Acquisition
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 24
- 试验地点
- 2
- 主要终点
- Difference in scores from before (pretest) to after training (posttest) using an Assessment Checklist for Ultrasound-Guided Regional Anesthesia.
研究概览
简要总结
Patients in rural Canada face serious anesthesia care deficiencies relative to their counterparts in urban centers. Despite 18% of Canadians living in rural settings only 3.1% of medical specialists practice in rural areas. To provide equity in healthcare there is a need to develop a network where specialists in urban centers can provide training, coaching, and support to physicians in rural communities. Despite some work being done this is not possible for all specialists due to cost and travel. One potential solution to this problem is telesimulation, whereby telecommunication and simulation tools are used to provide training remotely. Simple, 2D telesimulation setups using webcams and computers have been used to teach remotely but problems with video displays and learner engagement have occurred leading to a need for more sophisticated telesimulation tools. Recently, virtual reality (VR) systems have been developed allowing the learner and teacher to immerse in a 3D computer-generated environment where they feel as if they are in the same room. We propose to see whether teaching ultrasound guided regional anesthesia (UGRA), a skill required by rural physicians, using 3D VR is better than teaching by 2D tele simulation.
详细描述
Introduction:
Ultrasound-guided regional anesthesia (UGRA) has many advantages over traditional regional anesthesia approaches; however, it requires the acquisition of several new technical and non-technical skills. Successful acquisition of these skills is relatively complex, and generally not achievable through didactic teaching alone, thus the majority of UGRA training takes place from expert-guided 'hands-on' teaching workshops. However, barriers such as travel time and associated costs limit attendance at these workshops, especially for physicians in remote and rural areas, increasing the inequality experienced by rural medicine patients and practitioners.
One potential solution to this problem is telesimulation, whereby telecommunication and simulation tools are used to provide training remotely. Indeed simple, 2D telesimulation setups using webcams and computers have been used to successfully teach UGRA in remote areas. More sophisticated telesimulation tools have recently been developed with elements of immersive virtual reality (VR), i.e., a 3D computer-generated world including sensory feedback that users can interact with. A simple and cost-effective immersive VR approach to telesimulation includes a 360° camera and a VR headset/head mounted display (HMD), which has the potential to immerse a teacher into the learner's environment, allowing the teacher to see the learner's movements and actions in the first person.
Recent advancements in VR technology have reduced costs and increased accessibility, and 360° VR video can benefit learning processes by boosting motivation and encouraging knowledge retention. Thus, the investigators propose to compare remote teaching of UGRA using Remote Immersive VR (RIVR) and 2D telesimulation teaching.
Purpose:
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Double (Participant, Outcomes Assessor)
盲法说明
Double blinded
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Participants are medical students from year 1 and 2
排除标准
- •Participants with any prior exposure (workshop, lecture, tutorial, actual performance) of ultrasound guided procedures, including regional anesthesia.
结局指标
主要结局
Difference in scores from before (pretest) to after training (posttest) using an Assessment Checklist for Ultrasound-Guided Regional Anesthesia.
时间窗: 15 minutes
Difference in scores from before (pretest) to after training (posttest) will be assessed using a validated procedural checklist termed as the Assessment Checklist for Ultrasound-Guided Regional Anesthesia. The checklist has 22 items which will be graded as not performed (0 Marks), performed poorly (1 Mark), or performed well (2 Marks).
Difference in scores from before (pretest) to after training (posttest) using an Global Rating Scale (GRS) for assessment of Ultrasound Guided Regional Anesthesia.
时间窗: 15 minutes
Difference in scores from before (pretest) to after training (posttest) will be assessed using a validatedGlobal Rating Scale termed as the Global Rating Scale (GRS) for assessment of Ultrasound Guided Regional Anesthesia.The GRS has 9 items with a score of 1-5 for each item, with 1 correlating to a very poor performance and 5 correlating to a clearly superior performance.
次要结局
- Qualitative assessment of teacher and student satisfaction for each modality(10 minutes)
- Time required to teach UGRA using each modality(10 minutes)
研究者
Dr. Ahtsham Niazi
Associate Professor
Sunnybrook Health Sciences Centre