Figure 2
Source publication
Objectives
Using virtual reality (VR), students of radiography can practice acquisition and positioning of musculoskeletal radiographs and get immediate feedback on their performance within the simulator. The purpose of this study was to assess usability of a newly developed VR simulator and to explore self-perceived clinical readiness (SPCR) of ra...
Context in source publication
Citations
... This may be attributed to ChatGPT's ability to identify learning difficulties in real-time and provide guidance, reducing cognitive load and facilitating active learning, as described in Lee's study [6]. The provision of tangible simulation training with templates and digital imaging can also enhance understanding and concretize abstract concepts [7,8]. For skill scores, the ChatGPT and template groups performed similarly, outperforming the traditional group by 11% post-training and 5% at the 3-month follow-up. ...
Background
Traditional puncture skills training for refresher doctors faces limitations in effectiveness and efficiency. This study explored the application of generative AI (ChatGPT), templates, and digital imaging to enhance puncture skills training.
Methods
90 refresher doctors were enrolled sequentially into 3 groups: traditional training; template and digital imaging training; and ChatGPT, template and digital imaging training. Outcomes included theoretical knowledge, technical skills, and trainee satisfaction measured at baseline, post-training, and 3-month follow-up.
Results
The ChatGPT group increased theoretical knowledge scores by 17–21% over traditional training at post-training (81.6 ± 4.56 vs. 69.6 ± 4.58, p < 0.001) and follow-up (86.5 ± 4.08 vs. 71.3 ± 4.83, p < 0.001). It also outperformed template training by 4–5% at post-training (81.6 ± 4.56 vs. 78.5 ± 4.65, p = 0.032) and follow-up (86.5 ± 4.08 vs. 82.7 ± 4.68, p = 0.004). For technical skills, the ChatGPT (4.0 ± 0.32) and template (4.0 ± 0.18) groups showed similar scores at post-training, outperforming traditional training (3.6 ± 0.50) by 11% (p < 0.001). At follow-up, ChatGPT (4.0 ± 0.18) and template (4.0 ± 0.32) still exceeded traditional training (3.8 ± 0.43) by 5% (p = 0.071, p = 0.026). Learning curve analysis revealed fastest knowledge (slope 13.02) and skill (slope 0.62) acquisition for ChatGPT group over template (slope 11.28, 0.38) and traditional (slope 5.17, 0.53). ChatGPT responses showed 100% relevance, 50% completeness, 60% accuracy, with 15.9 s response time. For training satisfaction, ChatGPT group had highest scores (4.2 ± 0.73), over template (3.8 ± 0.68) and traditional groups (2.6 ± 0.94) (p < 0.01).
Conclusion
Integrating AI, templates and digital imaging significantly improved puncture knowledge and skills over traditional training. Combining technological innovations and AI shows promise for streamlining complex medical competency mastery.
... The studies used a wide range of VR software and hardware. Some of the studies used 3D simulation software packages displayed on 2D desktop computers [22,24,25,36], whereas others used headsets for an immersive VR environment [15,23,26,35,37]. The most used VR teaching software were the CETSOL VR Clinic software [33,35], Virtual Medical Coaching VR software [15,30,32], Projection VR (Shaderware) software [36], SieVRt VR system (Luxsonic Technologies) [37], medical imaging training immersive environment software [23], VR CT Sim software [25], VitaSim ApS software [26], VR X-Ray (Skilitics and Virtual Medical Coaching) software [27], and radiation dosimetry VR software (Virtual Medical Coaching Ltd) [31]. ...
... Some of the studies used 3D simulation software packages displayed on 2D desktop computers [22,24,25,36], whereas others used headsets for an immersive VR environment [15,23,26,35,37]. The most used VR teaching software were the CETSOL VR Clinic software [33,35], Virtual Medical Coaching VR software [15,30,32], Projection VR (Shaderware) software [36], SieVRt VR system (Luxsonic Technologies) [37], medical imaging training immersive environment software [23], VR CT Sim software [25], VitaSim ApS software [26], VR X-Ray (Skilitics and Virtual Medical Coaching) software [27], and radiation dosimetry VR software (Virtual Medical Coaching Ltd) [31]. ...
... The findings from the study by Gunn et al [25] revealed that 68% of students agreed or strongly agreed that VR simulation was significantly helpful in learning about computed tomography (CT) scanning. In another study by Jensen et al [26], 90% of the students strongly agreed that VR simulators could contribute to learning radiography, with 90% reporting that the x-ray equipment in the VR simulation was realistic. In the study by Wu et al [37], most of the students (55.6%) agreed or somewhat agreed that VR use was useful in radiology education. ...
Background: In recent years, virtual reality (VR) has gained significant importance in medical education. Radiology
education also has seen the induction of VR technology. However, there is no comprehensive review in this specific area.
This review aims to fill this knowledge gap.
Objective: This systematic literature review aims to explore the scope of VR use in radiology education.
Methods: A literature search was carried out using PubMed, Scopus, ScienceDirect, and Google Scholar for articles relating
to the use of VR in radiology education, published from database inception to September 1, 2023. The identified articles were
then subjected to a PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)–defined study selection
process.
Results: The database search identified 2503 nonduplicate articles. After PRISMA screening, 17 were included in the review
for analysis, of which 3 (18%) were randomized controlled trials, 7 (41%) were randomized experimental trials, and 7 (41%)
were cross-sectional studies. Of the 10 randomized trials, 3 (30%) had a low risk of bias, 5 (50%) showed some concerns,
and 2 (20%) had a high risk of bias. Among the 7 cross-sectional studies, 2 (29%) scored “good” in the overall quality and
the remaining 5 (71%) scored “fair.” VR was found to be significantly more effective than traditional methods of teaching in
improving the radiographic and radiologic skills of students. The use of VR systems was found to improve the students’ skills
in overall proficiency, patient positioning, equipment knowledge, equipment handling, and radiographic techniques. Student
feedback was also reported in the included studies. The students generally provided positive feedback about the utility, ease of
use, and satisfaction of VR systems, as well as their perceived positive impact on skill and knowledge acquisition.
Conclusions: The evidence from this review shows that the use of VR had significant benefit for students in various aspects of
radiology education. However, the variable nature of the studies included in the review reduces the scope for a comprehensive
recommendation of VR use in radiology education
Virtual reality (VR) simulation is a technology that empowers students and radiographers to practice radiography in a virtual environment that resembles real-life clinical scenarios. The purpose of this randomised study was to examine the relationship between clinical specialty and the ability to assess and obtain a lateral wrist radiograph using a VR simulator.
