O21 Real learning in a virtual emergency: comparing teaching methods for medical students

Introduction Over the years, teaching methodology in clinical medicine has attempted to keep pace with rapidly changing technological advances. The next wave of technology is virtual reality simulation (VRS). VRS is a three-dimensional, computer-generated environment where users interact with virtual surroundings offering the opportunity for real-life experiences without real-life consequences. We sought to assess the value of using VRS to teach decision-making skills to students in their first clinical year. Specifically, we compared students’ confidence levels and clinical knowledge in responding to medical emergencies after training with either a VRS or a cased-based discussion(CBD) session. Methods First year clinical students were recruited to this study due to their limited exposure to medical emergencies. After all participants attended a didactic lecture on the topic (sepsis or DKA) they were split into two groups (VR and CBD) by random allocation. The VRS group used the Oxford Medical Simulation platform to interact with an unwell patient in2 clinical scenarios. The CBD group were presented with the same clinical scenarios but in the form of a supervised, structured and interactive case-based discussion. Students in each group were required to make a series of clinical decisions about the differential diagnosis, perform investigations and instigate treatment. Participants completed validated questionnaires and subject-specific tests before and after the sessions to assess their confidence levels and knowledge respectively. Scores from these were compared between the two groups. Results/Outcomes Over 20 students were recruited to take part in this study. Post course questionnaires analysis showed that all students found the VRS comparable to CBD and in most cases more favourable as a learning tool. Confidence scores were higher in the VRS group compared to the CBD group. The post session knowledge test showed that there was no difference between the VRS and CBD group. Discussion, conclusions and recommendations This study has shown that virtual reality simulation can successfully teach medical students the skills they require to confidently and competently approach clinical decision-making. We would suggest that based on the results of this study it is superior to case-based teaching sessions and in the future will compare it to mannequin or actor-based simulation. The impact of VR as a therapeutic intervention is set to rise with recent advances in psychology1 and stoke medicine2. Ensuring our medical students start their careers with a firm grasp of this technology which will certainly translate to better outcomes for patients in the future. References Freeman D, Haselton P, Freeman J, et al. Automated psychological therapy using immersive virtual reality for treatment of fear of heights: a single-blind, parallel-group, randomised controlled trial. Lancet Psychiatry. 2018; 5(8): 625–632. Saposnik G, Mamdani M, Bayley M, et al. Effectiveness of Virtual Reality Exercises in Stroke Rehabilitation (EVREST): Rationale, Design, and Protocol of a Pilot Randomized Clinical Trial Assessing the Wii Gaming System. International Journal of Stroke. 2010; 5(1): 47–51.