Virtual reality as a teaching method for resuscitation training in undergraduate first year medical students during COVID-19 pandemic: a randomised controlled trial

Background Virtual reality (VR) is a computer-generated simulation technique which yields plenty of benefits and its application in medical education is growing. This study explored the effectiveness of a VR Basic Life Support (BLS) training compared to a web-based training during the COVID-19 pande...

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Bibliographic Details
Published in:BMC medical education 2022-06, Vol.22 (1), p.1-483, Article 483
Main Authors: Moll-Khosrawi, Parisa, Falb, Alexander, Pinnschmidt, Hans, Zöllner, Christian, Issleib, Malte
Format: Article
Language:English
Subjects:
Basic Life Support
Behavioral Objectives
Cardiopulmonary resuscitation
Chain of survival
Clinical trials
Control Groups
COVID-19
CPR
Educational aspects
Educational Environment
Educational Strategies
Epidemics
Germany
Improvement of procedural skills
Learning gain
Life support systems (Critical care)
Medical education
Medical students
Methods
Online education
Software
Teaching
Teaching methods
Testing
Training
Virtual reality
Web Based Instruction
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Summary:Background Virtual reality (VR) is a computer-generated simulation technique which yields plenty of benefits and its application in medical education is growing. This study explored the effectiveness of a VR Basic Life Support (BLS) training compared to a web-based training during the COVID-19 pandemic, in which face-to-face trainings were disrupted or reduced. Methods This randomised, double-blinded, controlled study, enrolled 1.sup.st year medical students. The control group took part in web-based BLS training, the intervention group received an additional individual VR BLS training. The primary endpoint was the no-flow time-an indicator for the quality of BLS-, assessed during a structural clinical examination, in which also the overall quality of BLS (secondary outcome) was rated. The tertiary outcome was the learning gain of the undergraduates, assessed with a comparative self-assessment (CSA). Results Data from 88 undergraduates (n = 46 intervention- and n = 42 control group) were analysed. The intervention group had a significant lower no-flow time (p = .009) with a difference between the two groups of 28% (95%-CI [8%;43%]). The overall BLS performance of the intervention group was also significantly better than the control group with a mean difference of 15.44 points (95%-CI [21.049.83]), p < .001. In the CSA the undergraduates of the intervention group reported a significant higher learning gain. Conclusion VR proved to be effective in enhancing process quality of BLS, therefore, the integration of VR into resuscitation trainings should be considered. Further research needs to explore which combination of instructional designs leads to deliberate practice and mastery learning of BLS. Keywords: Virtual reality, Basic Life Support, Chain of survival, Improvement of procedural skills, Learning gain
ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-022-03533-1