Integrating Computerized Virtual Reality with Traditional Methods of Teaching Skull Anatomy
Uniformed Services University Of The Health Sciences Bethesda United States
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The continuing education of health care providers is reliant on recently developed and emerging technological advances such as Virtual Reality VR. While VR has been evaluated in other areas of teaching the effectiveness of VR to improve anatomical education is minimal. The project was a descriptive, evaluative study that compared the benefit of using VR in conjunction with a traditional anatomy lecture to traditional anatomy lecture alone. A convenience sample of 18 USU GSN students was used. Outcomes were measured on the differences between a twenty item pre-test measured baseline knowledge and compared with a similar post-test after completing their skull anatomy learning module. Comparison of the pre and post-test scores was completed using paired t-test to determine the improvement in scoring after participating in the lesson. Participants demographics gender, sex, age, etc were also collected to provide descriptive data. Data were entered and analyzed using SPSS 10.0 computer program. The mean for the pretest score was 12.39 and the mean for the posttest score was 16.83.Using a paired t-test, the difference for the group between the pre-test and post-test resulted in t -7.607, p .0001. The resulting confidence interval for the mean difference between the two tests was 5.68 to 3.21. The results were statistically significant, demonstrating that VR did improve the learning experience. Additionally, the satisfaction questionnaire showed that students preferred having the VR augmentation in their learning experience.