Virtual Reality as an Interview Technique in Evaluation of Emergency Medicine Applicants

Scott B. Crawford; Stormy M. Monks; Radosveta N. Wells

doi:10.1002/aet2.10113

Virtual Reality as an Interview Technique in Evaluation of Emergency Medicine Applicants

AEM Education and Training ◽

10.1002/aet2.10113 ◽

2018 ◽

Vol 2 (4) ◽

pp. 328-333 ◽

Cited By ~ 3

Author(s):

Scott B. Crawford ◽

Stormy M. Monks ◽

Radosveta N. Wells

Keyword(s):

Emergency Medicine ◽

Virtual Reality ◽

Interview Technique

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Rapid Cycle Deliberate Practice in Virtual Reality: Teaching Transvenous Pacemaker Insertion to Emergency Medicine Residents

Cureus ◽

10.7759/cureus.18503 ◽

2021 ◽

Author(s):

Cynthia Peng ◽

Kristen M Ng ◽

Kelly N Roszczynialski ◽

Steven J Warrington ◽

Kimberly Schertzer

Keyword(s):

Emergency Medicine ◽

Virtual Reality ◽

Deliberate Practice ◽

Pacemaker Insertion

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Acceptability and effectiveness of a 3D virtual reality cardiovascular lesson

International Paramedic Practice ◽

10.12968/ippr.2019.9.3.67 ◽

2019 ◽

Vol 9 (3) ◽

pp. 67-74

Author(s):

Dervla Kelly ◽

Mary O'Neill ◽

Bisola Salaja ◽

Kieran O'Mahony ◽

Mark Dixon

Keyword(s):

Emergency Medicine ◽

Virtual Reality ◽

Learning Environment ◽

Multiple Choice ◽

Problem Based Learning ◽

Organ System ◽

Multiple Choice Question ◽

Significant Positive Effect ◽

Anatomy And Physiology ◽

Positive Effect

Introduction: The aim is to describe a preliminary pilot incorporating 3D virtual reality (VR) into a cardiovascular problem-based learning (PBL) lesson. Methods: A paramedic cohort of students (n=19) took part in a 12-lesson anatomy and physiology module. Multiple choice question results from the cardiovascular PBL lesson were compared with the multiple choice question results from other organ system PBL lessons. In addition, a questionnaire was answered by 15 students assessing acceptability of the lesson. Results: The authors found that when students used VR materials, they achieved significantly better results compared with the non-VR lessons. Over 80% of students thought that VR-based PBL exercises brought the cardiovascular anatomy to life and was a useful learning tool. Conclusion: The use of VR in a PBL learning environment has a significant positive effect on the performance of the students and is valued by students as useful. It may therefore be beneficial to integrate VR-based learning into emergency medicine training.

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