Advantages of virtual reality childbirth education
... Health education in VR has also been done outside of educational institutions, with some success. A study was done on the effectiveness of VR for training pregnant persons, and it was seen to effectively help in reducing childbirth anxiety (Siivola et al., 2024). ...
The COVID-19 pandemic clearly showed how much medical and clinical students' education relied on physical instruction and examination. The work presented here was born by the fact that medical and clinical education had to be suspended during the social distancing phase of the pandemic. This work presents the lessons learned from creating a virtual reality system (VTRACS) for educating and assessing clinical students on a limited budget. Our work showed that clinical education could be done in a virtual space with a minimal virtual reality setup and a low-cost virtual reality headset.
In Finland, prenatal clinics and birthing hospitals struggle with resources to provide expectant parents with childbirth education (CBE) and a tour of the hospital birthing unit. Not preparing for birth is common, and not knowing how and where to give birth causes parents unnecessary stress during pregnancy. One new possibility to complement CBE is using virtual reality (VR) to deliver content. The aim of this study is to describe midwives' views of the status of parents' preparation for birth and provide information on the VR CBE program's advantages and challenges from the midwife's perspective. The study consisted of two focus group sessions with seven participants. Participants were midwives with experience from a hospital birthing ward and had provided childbirth education. The data was analysed using a thematic content analysis approach. According to the midwives, the parents do not prepare for birth well enough. Preparing for birth affects the parents' knowledge about childbirth, their cooperation with the healthcare personnel, and how they trust the birthing process, themselves, and the healthcare personnel. Preparation can also have adverse effects if the birthing person is trying to give birth with a detailed plan or has false expectations. Parents should focus on knowledge, attitude, and mental and physical exercise in preparing for childbirth. By preparing from trusted sources, parents can make informed decisions. They have the skills to stay calm, relaxed, and open-minded during labour and birth. Physical and mental exercise will help them cope with labour and relax their mind and bodies during birth. Midwives see VR as offering great potential for concrete, realistic, and flexible childbirth education that can address current challenges. They were also worried that VR could replace face-to-face contact. However, since there is minimal such contact in the current CBE, VR could enhance childbirth education and offer a realistic and concrete image of birth and a hospital tour. Midwives want families to prepare better for birth and work on their knowledge, attitude, and exercise. By preparing, parents understand childbirth, trust themselves, the birthing process, and the midwives; cooperation works better. Midwives see VR as an excellent addition to childbirth education by offering realistic and concrete online childbirth education. VR should not replace face-to-face contact.
This study aimed to provide knowledge for midwives to deepen their understanding of their clients when working closely with women during the perinatal period through an integrative review of ‘fear of childbirth’, and to clarify the research topics to be addressed in the future. Methods: This study used an integrative review (IR) method in addition to bibliometric analysis methods to classify and analyse the studies. Review questions (RQ) included 1. ‘what is the status of research efforts (number of papers, location, etc.) on “fear of childbirth”?’, 2. ‘what are the screening methods and prevalence of “fear of childbirth”?’, and 3. ‘what can be learned from the findings of these studies?’Findings: RQ1: The number of papers published gradually increased after 1981 and has been increasing since 2000. Studies conducted in Scandinavia accounted for more than half of the total studies. Conversely, only five studies were conducted in Japan. RQ2: The Wijma Delivery Experience Questionnaire is a screening scale for fear of childbirth developed in Sweden, which has been translated and utilised in multiple languages. In meta-analyses worldwide, the prevalence of fear of childbirth has been reported to range from 3.7% to 43%. RQ3: Fear of childbirth leaves a negative impression of past childbirth experiences on women’s psychological well-being and subsequently leads to post-traumatic stress disorder. Intervention studies have shown that prenatal education can help couples overcome their fear of childbirth. However, the effectiveness of intervention studies that have examined these psychological aspects has not yet been clarified.Conclusion: The prevalence of fear of childbirth varies considerably, possibly owing to cultural differences. Research on fear of childbirth has reported negative effects on the postpartum period and on subsequent pregnancy and childbirth. Practising women-centred care may help prevent this fear.
Objective
To study the effect of the childbirth experience on the likelihood and interval to a subsequent live birth.
Design
Retrospective analysis of a 7-year cohort.
Setting
Childbirths in Helsinki University Hospital delivery units.
Participants
All parturients giving birth to a term and living baby from a single pregnancy in Helsinki University Hospital delivery units from January 2012 to December 2018 (n=120 437). Parturients delivering their first child (n=45 947) were followed until the birth of a subsequent child or the end of 2018.
Main outcome measure
The interval to a subsequent childbirth connected to the experience of the first childbirth was the primary outcome of the study.
Results
A negative first childbirth experience decreases the likelihood of delivering a subsequent child during the follow-up (adjusted HR=0.81, 95% CI 0.76 to 0.86) compared with those experiencing the first childbirth as positive. For parturients with a positive childbirth experience, the median interval to a subsequent delivery was 3.90 years (3.84–3.97) compared with 5.29 years (4.86–5.97) after a negative childbirth experience.
Conclusion
The negative childbirth experience influences reproductive decisions. Consequently, more focus should be placed on understanding and managing the antecedents of positive/negative childbirth experiences.
Purpose
The association between fear of childbirth (FOC) and subsequent birth rate is not well studied. The aim of this study is to evaluate the birth rate, and risk for second pregnancy ending in delivery among women with FOC compared to women without FOC in their first pregnancy
Methods
Data from the National Medical Birth Register were used to evaluate the birth rate after the first pregnancy in women with FOC. Cox regression model was used to evaluate the risk for the second pregnancy ending in delivery in women with FOC compared to reference individuals without FOC. The results were interpreted with adjusted hazard ratios (aHRs) and 95% confidence intervals (CI).
Results
In total, 375 619 women were included in this study. Of these, 9660 (2.6%) had FOC in the first pregnancy (exposed group), and 365 959 (97.4%) had no FOC (non-exposed group). In the exposed group, 3600 (37.3%) women had second pregnancy ending in delivery during the study period, and 206 347 (56.4%) had the second pregnancy ending in delivery in the non-exposed group. The risk for the second pregnancy ending in delivery was lower among women with FOC (aHR 0.61, CI 0.59-0.63).
Conclusions
FOC complicates pregnancy and delivery and is strongly associated with lower likelihood to get pregnant again. Therefore, more research should be focused on the optimal prevention of FOC using a standardized procedure of care and treatment for women with FOC.
Virtual reality (VR) is an emerging technology with a broad range of applications in training, entertainment, and business. To maximize the potentials of virtual reality as a medium, the unwelcome feeling of cybersickness needs to be minimized. Cybersickness is a type of simulation sickness that is experienced in virtual reality. It is a significant challenge for the usability of virtual reality systems. Even with advancements in virtual reality, the usability concerns are barriers for a wide-spread acceptance. Several factors (hardware, software, human) play a part towards a pleasant virtual reality experience. In this paper, we review the potential factors which cause sickness and minimize the usability of virtual reality systems. The reviewed scientific articles are mostly part of documents indexed in digital libraries. We review the best practices from a developer’s perspective and some of the safety measures a user must follow while using the virtual reality systems from existing research. Even after following some of the guidelines and best practices virtual reality environments do not guarantee a pleasant experience for users. Limited research in virtual reality environments towards requirements specification, design, and development for maximum usability and adaptability was the main motive for this work.
Over the past decade, virtual reality (VR) has re-emerged as a popular technology trend. This is mainly due to the recent investments from technology companies that are improving VR systems while increasing consumer access and interest. Amongst many applications of VR, one area that is particularly promising is for pedagogy. The immersive, experiential learning offered by VR provides new training and learning opportunities driven by the latest versions of affordable, highly immersive and easy to use head mounted display (HMD) systems. VR has been tested as a tool for training across diverse settings with varying levels of success in the past. However, there is a lack of recent review studies that investigates the effectiveness, advantages, limitations, and feasibility of using VR HMDs in training. This review aims to investigate the extent to which VR applications are useful in training, specifically for professional skill and safety training contexts. In this paper, we present the results from a systematic review of the effectiveness of VR-based simulation training from the past 30 years. As a secondary aim, the methodological trends of application and practical challenges of implementing VR in training curriculum were also assessed. The results suggest that there is generally high acceptance amongst trainees for VR-based training regardless of the technology limitations, usability challenges and cybersickness. There is evidence that VR is useful for training cognitive skills, such as spatial memory, learning and remembering procedures and psychomotor skills. VR is also found to be a good alternative where on the job training is either impossible or unsafe to implement. However, many training effectiveness studies reviewed lack experimental robustness due to limited study participants and questionable assessment methods. These results map out the current known strengths and weaknesses of VR HMDs and provide insight into required future research areas as the new era of VR HMD’s evolve.
Background
Fear of childbirth (FOC) can have a negative impact on a woman’s psychological wellbeing during pregnancy and her experience of birth. It has also been associated with adverse obstetric outcomes and postpartum mental health difficulties. However the FOC construct is itself poorly defined. This study aimed to systematically identify the key elements of FOC as reported by women themselves.
Methods
Semi-structured interviews with pregnant women (n = 10) who reported to be fearful of childbirth and telephone interviews with consultant midwives (n = 13) who regularly work with women who are fearful of childbirth were conducted. Interviews were analysed using thematic analysis for each group independently to provide two sources of information. Findings were reviewed in conjunction with a third source, a recently published meta-synthesis of existing literature of women’s own accounts of FOC. The key elements of FOC were determined via presence in two out of the three sources at least one of which was from women themselves, i.e. the reports of the women interviewed or the meta-synthesis.
Results
Seven themes were identified by the women and the consultant midwives: Fear of not knowing and not being able to plan for the unpredictable, Fear of harm or stress to the baby, Fear of inability to cope with the pain, Fear of harm to self in labour and postnatally, Fear of being ‘done to’, Fear of not having a voice in decision making and Fear of being abandoned and alone. One further theme was generated by the women and supported by the reports included the meta-synthesis: Fear about my body’s ability to give birth. Two further themes were generated by the consultant midwives and were present also in the meta-synthesis: Fear of internal loss of control and Terrified of birth and not knowing why.
Conclusions
Ten key elements in women’s FOC were identified. These can now be used to inform development of measurement tools with verified content validity to identify women experiencing FOC, to support timely access to support during pregnancy.
Electronic supplementary material
The online version of this article (10.1186/s12884-019-2241-7) contains supplementary material, which is available to authorized users.
The amount of research on virtual reality learning tools increases with time. Despite the diverse environments and theoretical foundations, enough data have been accumulated in recent years to provide a systematic review of the methods used. We pose ten questions concerning the methodological aspects of these studies. We performed a search in three databases according to the PRISMA guidelines and evaluated several characteristics, with particular emphasis on researchers' methodological decisions. We found an increase over time in the number of studies on the effectiveness of VR-based learning. We also identified shortcomings related to how the duration and number of training sessions are reported. We believe that these two factors could affect the effectiveness of VR-based training. Furthermore, when using the Kirkpatrick model, a significant imbalance can be observed in favor of outcomes from the ‘Reaction’ and ‘Learning’ levels compared to the ‘Behavior’ and ‘Results’ levels. The last of these was not used in any of the 330 reviewed studies. These results highlight the importance of research on the effectiveness of VR training. Taking into account the identified methodological shortcomings will allow for more significant research on this topic in the future.
During the pandemic in Finland, most childbirth education (CBE) programs were canceled or transferred online. We aimed to improve the situation by developing a virtual reality (VR) CBE. This article describes the process of developing a VR CBE pilot program and the results from the preliminary user test. To create the VR experience, we used 360° videos as the main content. The program is usable with VR headsets, a computer, tablet, and smartphone. When using the program with a VR headset, the users felt they were in the birthing room; they did not feel motion sickness, nor did they have usability challenges. The users preferred using the program on their own, studying independently with a tablet or mobile device.
This paper presents the results of a study that compared two types of remote usability testing methods: the synchronous and asynchronous methods. The two methods were compared through an evaluation of hospital websites and involved three points of comparison: number and nature of usability problems discovered, overall task performance, and participants’ testing experiences. The results show significant differences between the two methods. The asynchronous method led to the detection of a greater number of usability problems relating to content and navigation. The participants also found the asynchronous method to be more comfortable and convenient for them to use. They also felt it was easier to concentrate on tasks. However, no differences were found between the methods in terms of tasks performance metrics. The study concludes that the asynchronous method seems to outperform the synchronous one for testing hospital websites, as it is equally useful in revealing high-severity problems, and more profitable for detecting considerable number of usability issues, as well as ensuring that the usability testing experience is as natural as possible for participants. Moreover, it can be conducted with a larger sample size and without the need for the presence of any evaluators during the testing sessions, thus reducing financial and temporal costs.
Recent advances in virtual reality (VR) technologies provide new opportunities for e-learning by giving the students an increased sense of presence. One of the VR technologies recently introduced to the public is (360-degree) 360° video. Despite its limited empirical backing as an effective educational tool, this emerging technology could prove useful for e-learning and thus become a feasible IT-investment for education institutions. This paper reports on a controlled experiment with 360° video used in healthcare education. Eighty-one physiotherapy students participated in the experiment. Results show 360° video to be just as effective to enhance academic performance as regular video and traditional teaching. However, 360° video and regular video were less effective than traditional teaching in students’ learning satisfaction. Only on the student’s emotions about the learning climate did 360° video outperform regular video. Our results show that when comparing these educational technologies side-by-side with traditional teaching, traditional teaching is on most constructs equally or more effective. However, 360° video is a viable alternative to VR and regular video, because it is cost-effective and have a positive effect on the user’s emotional response to the learning climate. These factors may influence how 360° video is accepted by students and educational institutions.