The range of uses of virtual reality for intensive care unit staff training: A narrative synthesis scoping review.
Background: The use of virtual reality (VR) in medical education allows learners to make mistakes safely without risk to patients and to refine a range of clinical skills by repetition. However, there is still wide variability both between, and within countries regarding the amount of training deliv...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 3; pp. 869 - 883 |
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| Autores principales: | , , , , , , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163886551&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163886551 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2023 vid: 39 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 163886551 161950770 163886551 163886551 10.1111/jcal.12787 163886551 ppf: 869 ppct: 14 formats: tig: atl: The range of uses of virtual reality for intensive care unit staff training: A narrative synthesis scoping review. aug: au: Hill, James Hamer, Oliver Breed, Hetty Ford, Jordan Twamley, Jacqueline Kenyon, Roger Twamley, Huw Casey, Rob Zhang, Jennifer Clegg, Andrew affil: Synthesis, Economic Evaluation and Decision Science (SEEDS) Group, University of Central Lancashire, Preston, UK sug: subj: Virtual Reality Utilization Intensive Care Units Medical Staff Education Education, Medical Learning Methods Outcomes of Education Human Scoping Review Medline Embase Cochrane Library Psycinfo Cervical Intraepithelial Neoplasia CINAHL Database Educational Technology Teaching Methods Funding Source ab: Background: The use of virtual reality (VR) in medical education allows learners to make mistakes safely without risk to patients and to refine a range of clinical skills by repetition. However, there is still wide variability both between, and within countries regarding the amount of training delivered using VR, particularly in relation to intensive care medicine Objectives: To identify the range of uses, phase of development and effectiveness of VR for intensive care unit (ICU) staff training. Methods: The review followed the scoping review framework set out by Levac et al. (2010). A multi‐database search was undertaken. All study types were included if they explored the use of VR for intensive care staff (ICU) staff training. Full paper screening, data extraction and assessment of bias was carried out by a single reviewer with verification by a second reviewer. A narrative synthesis was chosen to summarize the data. Results: The search strategy identified 647 records. Following the removal of duplicates, screening of titles, abstracts and full texts, five studies were included. VR for ICU training has primarily focused on skill acquisition for surgical procedures. The majority of studies in this area were classified to be at an early stage of assessing acceptability, tolerability and efficacy. There was very low‐quality evidence that VR for ICU training is effective. Conclusions: Studies have explored the use of VR for a small number of surgical procedures and emergency patient scenarios. VR for ICU training demonstrates some potential, however further development and high‐quality research is required. Research relating to virtual reality for ICU staff training is currently of weak methodological quality and as such, no recommendations to clinical practise can be made. Wherever possible when using VR for ICU staff training it should be utilized as part of a high‐quality study. Lay Description: What is known about this topic: VR training may offer specific benefits compared to a more traditional method.VR for healthcare training has been shown to be effective in developing a range of clinical skills.The use of VR for healthcare training varies substantially in different clinical areas. What this paper adds: VR for ICU training for intensive care clinicians has mainly focused on the development of clinical skills.VR for ICU training is in the early stages of development.There is a need for further high‐quality research of VR for ICU training for effectiveness of clinical skill training.There is a need for VR training for soft or non‐technical skills. Implications of the study findings for practitioners: VR use in ICU staff training should only be considered as part of an ethically approved study. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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