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Войти в исследования Cureus · 2025
Effectiveness of Virtual Reality Simulation for Tracheostomy Education Among Healthcare Professionals.
СтатьяНазвание и аннотация: Перевод в очереди
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Siddique Haleema, Abbas Ali, Abdul-Hamid Ayeshah
Аннотация
OBJECTIVE: The objective of this study is to evaluate the effectiveness of virtual reality (VR) simulation in tracheostomy teaching for healthcare professionals and its impact on short- and medium-term knowledge retention.
METHOD: A prospective educational study was conducted among 26 healthcare professionals (17 VR; 9 non-VR). Both groups received standard face-to-face tracheostomy teaching, while the VR group additionally completed a 40-minute hybrid simulation using Goggleminds™ software based on the National Tracheostomy Safety Project algorithm. Knowledge was assessed using an eight-item multiple-choice questionnaire immediately after training (Day 0) and after 30 days (Day 30). Data were analysed using independent-samples t-tests and Mann-Whitney U tests to confirm robustness.
RESULTS: Participants in the VR group achieved significantly higher mean scores immediately after training (7.24 ± 0.75) compared with the non-VR group (6.33 ± 0.87; p = 0.01). At 30 days, the VR group demonstrated superior knowledge retention (6.88 ± 0.93) compared with the non-VR group (4.67 ± 1.00; p < 0.001). These findings indicate that VR-based tracheostomy simulation enhances both learning and retention of knowledge compared with conventional teaching.
CONCLUSION: VR-based tracheostomy simulation significantly improved knowledge acquisition and 30-day retention among healthcare professionals. Integrating VR into tracheostomy education may help to standardise training, improve confidence, and enhance patient safety in emergency airway management.
METHOD: A prospective educational study was conducted among 26 healthcare professionals (17 VR; 9 non-VR). Both groups received standard face-to-face tracheostomy teaching, while the VR group additionally completed a 40-minute hybrid simulation using Goggleminds™ software based on the National Tracheostomy Safety Project algorithm. Knowledge was assessed using an eight-item multiple-choice questionnaire immediately after training (Day 0) and after 30 days (Day 30). Data were analysed using independent-samples t-tests and Mann-Whitney U tests to confirm robustness.
RESULTS: Participants in the VR group achieved significantly higher mean scores immediately after training (7.24 ± 0.75) compared with the non-VR group (6.33 ± 0.87; p = 0.01). At 30 days, the VR group demonstrated superior knowledge retention (6.88 ± 0.93) compared with the non-VR group (4.67 ± 1.00; p < 0.001). These findings indicate that VR-based tracheostomy simulation enhances both learning and retention of knowledge compared with conventional teaching.
CONCLUSION: VR-based tracheostomy simulation significantly improved knowledge acquisition and 30-day retention among healthcare professionals. Integrating VR into tracheostomy education may help to standardise training, improve confidence, and enhance patient safety in emergency airway management.