PDF(Pubmed)
Abstract：
This study explored virtual reality (VR) as an educational tool to offer immersive and experiential learning environments to biomedical engineering (BME) students. VR and traditional two-dimensional (2D) videos were created and used to teach required communication skills to BME students\' while working with clinical partners in healthcare settings. The videos of interdisciplinary teams (engineering and nursing students) tackling medical device-related problems, similar to those commonly observed in healthcare settings, were shown to BME students. Student surveys indicated that, through VR videos, they felt more immersed in real-world clinical scenarios while learning about the clinical problems, each team-member\'s areas of expertise, their roles and responsibilities, and how an interdisciplinary team operated collectively to solve a problem in the presented settings. Students with a prior in-person immersion experience, in the presented settings, reported VR videos to serve as a possible alternative to in-person immersion and a useful tool for their preparedness for real-world clinical immersion. We concluded that VR holds promise as an educational tool to offer simulated clinical scenarios that are effective in training BME students for interprofessional collaborations.
摘要：
这项研究探索了虚拟现实（VR）作为一种教育工具，为生物医学工程（BME）学生提供身临其境的体验式学习环境。VR和传统的二维（2D）视频被创建并用于向BME学生教授所需的沟通技巧，同时与医疗机构的临床合作伙伴合作。跨学科团队（工程和护理专业学生）解决医疗器械相关问题的视频，与在医疗机构中常见的类似，向BME学生展示。学生调查显示,通过VR视频，在了解临床问题的同时，他们更沉浸在现实世界的临床情景中，每个团队成员的专业领域，他们的角色和责任，以及跨学科团队如何集体运作以解决所呈现环境中的问题。具有先前亲自沉浸体验的学生，在呈现的设置中，报告的VR视频可以作为面对面沉浸的可能替代方案，也是他们为现实世界的临床沉浸做好准备的有用工具。我们得出的结论是，VR有望成为一种教育工具，可以提供模拟的临床场景，有效地培训BME学生进行跨专业合作。
