The use of virtual reality simulation to improve technical skill in the undergraduate medical imaging student

ABSTRACT

In recent years, simulation has increasingly underpinned the acquisition of pre-clinical skills by undergraduate medical imaging (diagnostic radiography) students. This project aimed to evaluate the impact of an innovative virtual reality (VR) learning environment on the development of technical proficiency by students. The study assessed the technical skills of first year medical imaging students. The learning experience by each student was either via traditional laboratory-based simulation or VR simulation, for two specified anatomical protocols. Following the learning experience, the students performed role-plays and were assessed on their technical proficiency. The type of learning environment, laboratory-based or VR simulation, was recorded for each radiographic procedure, as well as demographic data. Data demonstrated an improved total role-play skill score for those students trained using VR software simulation compared with the total role-play skills score traditional laboratory simulation. Demographic multivariable analysis demonstrated no statistically significant association of age, gender, gaming skills/activity with the outcome. The novel medical imaging VR simulation learning tool facilitated technical skill acquisition, equal to, or slightly better than traditional laboratory training. Ongoing data collection will evaluate the impact this VR software has on the undergraduate medical imaging student.

Abbreviations: QUT: queensland university of technology; VR: virtual reality; SLE: simulated learning environment; PA: posterio-anterior; DP: dorsi-plantar; CP: central point; CR: central ray; SID: source image distance; HWA: health workforce Australia

KEYWORDS:

• Virtual reality
• education
• medical radiations
• simulation
• radiography
• healthcare

Acknowledgement

The authors would like to acknowledge the assistance of colleagues in the MRS discipline at QUT and Health Workforce Australia (HWA) for the funding of the development and initial evaluation of the VR software simulation tool, as part of the Simulated Learning Environments programme.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Therese Gunn – BAppSc. GCAP. Lecturer, Medical Radiation Sciences, Medical Imaging with 20+ years of clinical experience. Research interests are in Learning and Teaching with technology and healthcare simulation.

Lee Jones - BSc (Hon), ASTAT. Biostatistician IHBI Directorate Office.

Pete Bridge – MSc. BSc Hons. BSc SFHEA. Lecturer in Radiation therapy. Research interests include 3D Immersive Simulation, e-learning and technology enhanced learning.

Professor Pamela Rowntree - GDEd(Tert), DipAppSc(DiagRad). Director of Academic Practice, School of Clinical Sciences, Faculty of Health, QUT. Areas of expertise include medical radiography, imaging studies, radiography education and clinical assessment.

Professor Lisa Nissen - PhD in Pharmacy. Head of School of Clinical Sciences, Faculty of Health, QUT. Some of Lisa’s educational and research interests are in Health Professional Education, Pharmacoepidemiology, Safe Prescribing, Pharmacology and Multidisciplinary Healthcare Teams.

ORCID

Therese Gunn http://orcid.org/0000-0001-6628-3865

Lee Jones http://orcid.org/0000-0002-5686-1155

Pam Rowntree http://orcid.org/0000-0002-2443-3914

Lisa Nissen http://orcid.org/0000-0001-5826-4605

Additional information

Funding

The original VR software analysed in this research was developed with funding from the HWA..