Utilisation of Extended Reality Technology to Widen Access to Emergency Simulation Skills Training

Abstract

Background: Simulation training is well-established within the context of medical training and is agnostic of speciality and discipline. With a robust pedagogical evidence base, adoption is ubiquitous within well-resourced medical educational and healthcareproviding institutions. Despite this, limitations of traditional simulation exist including high cost, the need for specialised space and personnel, and lack of ability to freely repeat learning. Compounded by several impactful geopolitical events such as the 2019 coronavirus (COVID-19) pandemic, and the need for condensed training to meet the challenge of chronic understaffing, clinicians, educators, and institutions are looking toward technology to meet the shortfall in current educational paradigms. Virtual reality (VR) technology has been predicted to play an increasing role in medical education, yet adoption rates are low. Aims: In the context of emergency tracheostomy skills training, I explore whether the educational needs of a wide variety of learners can be met using VR technology. I also aim to understand the current adoption rates, and make recommendations to support technology diffusion within the health system. Main findings: The current evidence base supporting the use of VR in emergency medical education is growing, but lacks a coherent approach. Despite evident enthusiasm, the understanding and pre-existing experience of healthcare trainers and learners is low. Contributory to the lack of concordance in the literature and low levels of understanding is the varied, often confusing language used to describe VR technology. We are working towards consensus agreement around language used to describe VR, and how the scientific community validate novel solutions efficiently. In the context of supervised adult tracheostomy training, a randomised controlled trial has confirmed usability, comfort, acceptability, and positive environmental impact whilst indicating equivalent educational outcomes. I describe the next steps to build towards remote VR education, further improving value to the healthcare education system. Conclusion: This postgraduate thesis demonstrates the potential of VR technology to deliver equivalent educational outcomes in an enjoyable, safe, environmentally protective way. This body of work also furthers the understanding of current barriers to technology adoption and begins to address these.

Date of Award	6 Jan 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Antony Payton (Supervisor), Iain Bruce (Supervisor) & Brendan Mcgrath (Supervisor)