BMC medical education · 2026
Using virtual reality or slideshow to teach ultrasound-guided lumbar puncture: immersion increases fun.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Steele Justin, Haus Jeff, Renner Ann, Schmidt Cory, Synhorst David, Mariscal Joseph, Whyte Janae, Foxworthy Christian, Sisson-Smith Ryan, Priddy Alexis, Costello Jillian, Mischler Matthew
Аннотация
PURPOSE: Virtual reality (VR) has been used to teach a variety of procedural skills in medical education. Ultrasound-guided lumbar puncture (USG LP) shows promise to increase procedural success in adults and pediatric patients without impactfully increasing procedure duration. We explore engagement, enjoyment, and procedure performance of medical students learning this skill from a pre-recorded slideshow or VR lecture.
METHOD: We recorded a slideshow lecture and a virtual reality lecture teaching background knowledge and technique necessary for performing USG LPs. Medical Students were randomized to participate in one of these modalities and filled out a survey on their experience. They were then timed and graded on their performance of the procedure on an LP task trainer.
RESULTS: Fifty-five medical students (27 slideshow, 28 VR) at two universities were involved in the study. Level of fun was rated higher in the VR group (4.5 [4.0, 5.0] vs. 4.0 [3.0, 4.0], p = 0.0002) along with perceived effectiveness of the lectures (4.0 [4.0, 5.0] vs. 4.0 [4.0, 4.0], p = 0.0265) and level of enjoyment (5.0 [4.0, 5.0] vs. 4.0 [4.0, 5.0], p = 0.0232), while level of boredom (2.0 [1.0, 3.0] vs. 3.0 [2.0, 4.0], p = 0.0308) was rated lower in VR. There was no statistically significant difference in simulated cerebrospinal (CSF) acquisition, LP checklist score, or procedure duration. VR participants reported more side effects and technology issues.
CONCLUSIONS: Virtual reality is perceived as more fun, more effective, and a more enjoyable training modality with increased learner engagement compared to slideshow lectures when learning ultrasound guided-lumbar puncture. Procedural results were similar between the learning modalities, though there is a learning curve to understand and troubleshoot technological issues that may arise when utilizing VR.
METHOD: We recorded a slideshow lecture and a virtual reality lecture teaching background knowledge and technique necessary for performing USG LPs. Medical Students were randomized to participate in one of these modalities and filled out a survey on their experience. They were then timed and graded on their performance of the procedure on an LP task trainer.
RESULTS: Fifty-five medical students (27 slideshow, 28 VR) at two universities were involved in the study. Level of fun was rated higher in the VR group (4.5 [4.0, 5.0] vs. 4.0 [3.0, 4.0], p = 0.0002) along with perceived effectiveness of the lectures (4.0 [4.0, 5.0] vs. 4.0 [4.0, 4.0], p = 0.0265) and level of enjoyment (5.0 [4.0, 5.0] vs. 4.0 [4.0, 5.0], p = 0.0232), while level of boredom (2.0 [1.0, 3.0] vs. 3.0 [2.0, 4.0], p = 0.0308) was rated lower in VR. There was no statistically significant difference in simulated cerebrospinal (CSF) acquisition, LP checklist score, or procedure duration. VR participants reported more side effects and technology issues.
CONCLUSIONS: Virtual reality is perceived as more fun, more effective, and a more enjoyable training modality with increased learner engagement compared to slideshow lectures when learning ultrasound guided-lumbar puncture. Procedural results were similar between the learning modalities, though there is a learning curve to understand and troubleshoot technological issues that may arise when utilizing VR.