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Effect of Virtual-Reality-Based Training on Emotions of Medical Students Undertaking Radiation Emergency Medicine: An Educational Experimental Study

Published online by Cambridge University Press:  28 October 2024

Osamu Nomura Open the ORCID record for Osamu Nomura [Opens in a new window] ,
Yuki Soma ,
Yusuke Ikezaki ,
Hirofumi Tazoe ,
Minoru Osanai ,
Shota Hosokawa ,
Takakiyo Tsujiguchi ,
Katsuhiro Ito ,
Hiroyuki Hanada  and
Toshiko Tomisawa Open the ORCID record for Toshiko Tomisawa [Opens in a new window]
Osamu Nomura*
Affiliation:
Medical Education Development Research Center, Gifu University, Gifu, Japan
Yuki Soma
Affiliation:
Faculty of Education, Hirosaki University, Hirosaki, Japan
Yusuke Ikezaki
Affiliation:
Higashiosaka City Medical Center, Higashiosaka, Osaka, Japan
Hirofumi Tazoe
Affiliation:
Institute of Radiation Emergency Medicine, Hirosaki University, Hirosaki, Japan
Minoru Osanai
Affiliation:
Department of Radiation Science, Hirosaki University Graduate School of Health Sciences, Hirosaki, Japan
Shota Hosokawa
Affiliation:
Department of Radiation Science, Hirosaki University Graduate School of Health Sciences, Hirosaki, Japan
Takakiyo Tsujiguchi
Affiliation:
Hirosaki University, Radiation Emergency Medicine and Cooperation Promotion, Education Center for Disaster and Radiation Emergency Medicine, Hirosaki, Japan
Katsuhiro Ito
Affiliation:
Hirosaki University, Radiation Emergency Medicine and Cooperation Promotion, Education Center for Disaster and Radiation Emergency Medicine, Hirosaki, Japan
Hiroyuki Hanada
Affiliation:
Department of Emergency and Disaster Medicine, Hirosaki University, Hirosaki, Japan
Toshiko Tomisawa
Affiliation:
Department of Nursing Science, Hirosaki University Graduate School of Health Sciences, Hirosaki, Japan
*
Corresponding author: Osamu Nomura Email: [email protected]
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Abstract

Objective

Integration of head-mounted virtual reality (VR) devices has been revolutionary in health professions education. In disaster preparedness training, VR simulation-based learning exposes health care professionals to the unique challenges of diverse scenarios, enhancing their adaptability. The aim of the study was to evaluate the effectiveness of a head-mounted VR tool for teaching basic radiation emergency medicine skills to medical students.

Methods

The participants were 64 medical students (5th-year) who underwent a 3-hour training session in radiation emergency medicine that was conducted via head-mounted VR devices. Students scored their perceived emotion, performance, and self-efficacy at various time points in a self-reported online questionnaire.

Results

Comparison of survey responses before and after the session showed significant differences in terms of neutral emotion (P = 0.011), negative activating emotions (P < 0.001), and negative deactivating emotions (P = 0.004). The post-hoc test revealed statistically significant differences in negative activating emotions between before and during (P < 0.05), and between before and after (P < 0.05) the VR simulation. In addition, negative deactivation and neutral emotions changed significantly after the simulation.

Conclusions

The use of head-mounted VR devices was effective in modulating medical students’ emotions and contributed to improving their perceived performance in radiation emergency medicine.

Keywords

virtual realityradiation emergency medicinemedical studentsemotions
Type
Original Research
Information
Disaster Medicine and Public Health Preparedness , Volume 18 , 2024 , e198
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of Society for Disaster Medicine and Public Health, Inc.

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