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Does virtual reality training improve veterinary students’ first canine surgical performance?
Author(s) -
Hunt Julie A,
Heydenburg Matthew,
Anderson Stacy L,
Thompson R Randall
Publication year - 2020
Publication title -
veterinary record
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.261
H-Index - 99
eISSN - 2042-7670
pISSN - 0042-4900
DOI - 10.1136/vr.105749
Subject(s) - virtual reality , medicine , curriculum , rigour , medical education , medical physics , headset , physical therapy , computer science , psychology , human–computer interaction , telecommunications , pedagogy , geometry , mathematics
Background Virtual reality (VR) applications are effective tools in many educational disciplines. A minimally interactive VR application allowing stereoscopic viewing of surgical videos has been developed to aid veterinary students learning to perform surgery. We sought to describe how students used the VR application while preparing to perform their first canine sterilisation surgery and compare surgical performance of students who prepared using traditional methods with students who also used VR. Methods Third‐year veterinary students (n=44) were randomised into control and VR groups in a parallel superiority randomised controlled trial. All were given lectures, videos and skills practice on models. VR group students were also given a VR application and headset to view stereoscopic surgical videos. Blinded raters scored a subset of students (n=19) as they performed their first canine ovariohysterectomy. Results and conclusions Groups spent similar time preparing to perform surgery, potentially because of the rigour of students’ non‐surgical course load. When VR training was added to an already comprehensive surgical skills curriculum, students watched VR videos for a median of 90 min. Groups did not differ in surgical performance scores or time. A larger study of the VR application with prescribed use guidelines would be a helpful subsequent study.