The clinical teacher · 2025
Virtual Reality Learning in Suprapubic Catheter Insertion: The Role of Peer-Tutor Guidance Versus Teacher.
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Nuutinen Henrik, Lavikainen Mari, Nykopp Timo K, Sirola Joonas
Аннотация
BACKGROUND: Virtual reality (VR) training requires the incorporation of teaching resources into the medical curriculum. This study aimed to explore whether a peer tutor would have an equal effect on learning as a clinical teacher.
APPROACH: Medical students at the University of Eastern Finland were invited to take part in a voluntary exercise. The exercise used the VR4HEALTHCARE software with OCULUS Rift S glasses to practice inserting a suprapubic catheter. A peer tutor or clinical teacher assisted the students with the system and content. Students were advised to rate their knowledge and professional self-confidence on the topic before and after the VR HMD exercise on a scale of 0-10 (0 = worst; 10 = best, the numbers also had verbal meaning). Students performed an objective knowledge test (0-5 points) before and after the exercise. Statistical analysis was performed using IBM SPSS Statistics 27.0 software. Fisher's exact test was used to compare nominal data and the Mann-Whitney U-test for nonparametric data.
EVALUATION: Thirty-four medical students participated in the study; 15 in the peer-tutor group and 19 in the medical teacher group. In both groups, the baseline scores increased equally in the students' self-assessment of their knowledge (2.7 ± 1.7 and 4.1 ± 2.4, p = 0.137) and in the professional self-confidence to perform the task (2.5 ± 1.5 and 3.2 ± 2.0, p = 0.336).
IMPLICATIONS: Integrating VR simulations with head-mounted displays into the curriculum has been difficult. Based on our study, peer tutors may solve at least the staff's time management problems. However, there was no statistical difference between the peer tutor and clinical teacher groups.
APPROACH: Medical students at the University of Eastern Finland were invited to take part in a voluntary exercise. The exercise used the VR4HEALTHCARE software with OCULUS Rift S glasses to practice inserting a suprapubic catheter. A peer tutor or clinical teacher assisted the students with the system and content. Students were advised to rate their knowledge and professional self-confidence on the topic before and after the VR HMD exercise on a scale of 0-10 (0 = worst; 10 = best, the numbers also had verbal meaning). Students performed an objective knowledge test (0-5 points) before and after the exercise. Statistical analysis was performed using IBM SPSS Statistics 27.0 software. Fisher's exact test was used to compare nominal data and the Mann-Whitney U-test for nonparametric data.
EVALUATION: Thirty-four medical students participated in the study; 15 in the peer-tutor group and 19 in the medical teacher group. In both groups, the baseline scores increased equally in the students' self-assessment of their knowledge (2.7 ± 1.7 and 4.1 ± 2.4, p = 0.137) and in the professional self-confidence to perform the task (2.5 ± 1.5 and 3.2 ± 2.0, p = 0.336).
IMPLICATIONS: Integrating VR simulations with head-mounted displays into the curriculum has been difficult. Based on our study, peer tutors may solve at least the staff's time management problems. However, there was no statistical difference between the peer tutor and clinical teacher groups.