Efficacy of virtual reality simulation in teaching basic life support and its retention at 6 months
Educational efficiency is the predetermining factor for increasing the survival rate of patients with cardiac arrest. Virtual reality (VR) simulation could help to improve the skills of those undergoing basic life support–automated external defibrillation (BLS–AED) training. Our purpose was to evalu...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:20.500.12328/3636 |
| Acceso en línea: | http://hdl.handle.net/20.500.12328/3636 https://dx.doi.org/10.3390/ijerph20054095 |
| Access Level: | acceso abierto |
| Palabra clave: | Simulació Realitat virtual Reanimació cardiopulmonar Educació Simulación Realidad virtual Reanimación cardiopulmonar Educación Simulation Virtual reality Cardiopulmonary resuscitation Education 61 |
| Sumario: | Educational efficiency is the predetermining factor for increasing the survival rate of patients with cardiac arrest. Virtual reality (VR) simulation could help to improve the skills of those undergoing basic life support–automated external defibrillation (BLS–AED) training. Our purpose was to evaluate whether BLS–AED with virtual reality improves the skills and satisfaction of students enrolled in in-person training after completing the course and their retention of those skills 6 months later. This was an experimental study of first-year university students from a school of health sciences. We compared traditional training (control group—CG) with virtual reality simulation (experimental group—EG). The students were evaluated using a simulated case with three validated instruments after the completion of training and at 6 months. A total of 241 students participated in the study. After the training period, there were no statistically significant differences in knowledge evaluation or in practical skills when assessed using a feedback mannequin. Statistically significant results on defibrillation were poorer in the EG evaluated by the instructor. Retention at 6 months decreased significantly in both groups. The results of the teaching methodology using VR were similar to those obtained through traditional methodology: there was an increase in skills after training, and their retention decreased over time. Defibrillation results were better after traditional learning. |
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