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Abstract: TH-PO009

Qualitative Assessment of a 3-Dimensional (3D) Virtual Reality (VR) Educational Tool

Session Information

  • Educational Research
    November 03, 2022 | Location: Exhibit Hall, Orange County Convention Center‚ West Building
    Abstract Time: 10:00 AM - 12:00 PM

Category: Educational Research

  • 900 Educational Research

Authors

  • Nakhoul, Georges, Cleveland Clinic, Cleveland, Ohio, United States
  • Taliercio, Jonathan J., Cleveland Clinic, Cleveland, Ohio, United States
  • Montane, Bryce, Cleveland Clinic, Cleveland, Ohio, United States
  • Arrigain, Susana, Cleveland Clinic, Cleveland, Ohio, United States
  • Schold, Jesse D., Cleveland Clinic, Cleveland, Ohio, United States
  • Nally, Joseph V., Cleveland Clinic, Cleveland, Ohio, United States
  • Wardrop, Richard M., Cleveland Clinic, Cleveland, Ohio, United States
  • O'Toole, John F., Cleveland Clinic, Cleveland, Ohio, United States
  • Bierer, S. beth, Cleveland Clinic, Cleveland, Ohio, United States
  • Sedor, John R., Cleveland Clinic, Cleveland, Ohio, United States
  • Mehdi, Ali, Cleveland Clinic, Cleveland, Ohio, United States
Background

Leveraging technological advances in learning platforms has led to creative innovations in the development of interactive tools. Using funding from the ASN, we developed a 3D VR renal physiology course, on which we present a qualitative analysis.

Methods

Internal medicine PGY1 residents were randomly assigned into 2 groups: a VR group (exposed to the VR session) and a traditional group (received a printed script of the VR learning course). The VR session consisted of a 3D revie of the mechanism of action of diuretics. Within a week of being exposed to the VR vs. traditional material, both groups underwent a 2-hour seminar on diuretics. The VR group was asked to rate their VR experience. Assessment of the VR platform was performed using a Redcap-based survey consisting of a 4-point Likert scale, and focused on the following parameters: interface, clarity, educational value, engagement, likability, and dissemination. Residents randomized to the VR group were also asked to participate in a focus group. Sessions were recorded and transcribed verbatim. Data was analyzed through the content analysis approach by 2 independent reviewers who met to compare coding and reach consensus on emerging themes.

Results

42 residents assigned to VR session attended the seminar and completed the platform assessment. Overall, > 90% of the residents rated the platform positively in all parameters (Table 1A). Two focus groups met for one hour. Several recurring themes emerged in our analysis and were classified as presented in Table 1B. Follow the QR code to see a YouTube video of the 3D application.

Conclusion

The feedback of the VR course was overwhelmingly positive and was perceived to be a helpful educational adjunct. Educational institutions should consider supporting the development of interactive educational tools to enhance leaner experience.