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Objective: In recent years, the training of novice medical professionals with simulated environments such as virtual reality (VR) and augmented reality (AR) has increased dramatically. However, the usability of these technologies is limited due to the complexity involved in creating the clinical content. To be comparable to a clinical environment, the simulation platform should include real-world learning parameters such as patient physiology, emotions, and clinical team behaviors. Incorporating such nondeterministic parameters has historically required faculty to possess advanced programming skills. Lack of effective software for instructors to easily develop VR curriculum content is a hurdle in developing VR based curriculum. Method: We address this challenge through a software platform that simplifies the creation of Interactive Mixed Reality (IMR) scenarios. Three educational components we were able to embed into an IMR scenario includes 1) integrated 360-degree video recording of a clinical encounter to provide a first-person perspective, 2) rich annotated knowledge content, and 3) assessment questionnaire. We developed a sepsis prevention education scenario using the IMR software to demonstrate the potential of enhancing simulated medical training by accelerating clinical exposure for novice students. Result: An IRB approved study was conducted with a group of 28 novice students to evaluate the efficacy of the IMR technology. The participants provided feedback by answering demographics, NASA-TLX and system usability scale questionnaires. Significance: Our software is a step towards improving VR based education content development process. Conclusion: The studies conducted here provide preliminary evidence that the IMR software is a usable technology based on the NASA-TLX and system usability studies conducted. Future work will compare our new educational strategy for medical training with live simulation scenarios inside a hospital room and a simple video-based curriculum.
Sankaran et al. (Fri,) studied this question.
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