SFEBES2023 Oral Poster Presentations Late Breaking Abstracts Respectively (4 abstracts)
Fixing black holes in traditional clinical training: 360o virtual reality emergency simulations
Risheka Walls 1,2 , James McVeigh 1 , Aurora Wang 1 , Adrian Cowell 1 , Thomas Shawcroft 3 , Thomas White 3 , Catalina Ganea 3 , Giampaolo Trojani 3 , Kieran Miller 3 , Penn Davis 3 , Daniel Mitelpunkt 3 & Amir H. Sam 1
1Imperial College School of Medicine, London, United Kingdom. 2Imperial College NHS Healthcare Trust, London, United Kingdom. 3Imperial College London, London, United Kingdom
National training surveys demonstrate that medical trainees feel under-prepared for practice and under-prepared for managing emergencies, such as diabetic ketoacidosis (DKA). It is challenging for traditional clinical training to guarantee first-hand exposure to all medical emergencies as they occur at random and often out-of-hours, resulting in only minority of students witnessing many emergencies first-hand. It is unfeasible for most universities to provide in-person simulation across all medical emergencies, through timetabling and logistical pressures, as well as the recurring costs of facilitator and actors. Simulation suites, such as those used in aviation, are impracticably expensive. This gap in ward-based training demands an alternative, realistic and scalable form of simulation. Virtual reality (VR) combined with 360o filming provides an immersive simulation experience, which is interactive and realistic. Through our 360o VR scenarios, we re-created real life emergency scenarios across medical emergencies, including DKA. These simulation scenarios make students feel as though they are ‘really there’ and use branching pathways to empower student to make decisions which determine patient outcomes- something that could never happen in real life. Our scenarios have been integrated into the MBBS curriculum and delivered to over 700 Year 5 and Year 6 undergraduate students who experience these scenarios within VR headsets, can interact through time-pressured questions, and gain individualised feedback within the headsets. The sessions are delivered within simulation style de-briefs, combining individual and group activities. Unlike traditional in-person simulation, we deliver these scenarios to 60 students in 1 hour sessions and all students actively partake in their own emergency simulation. Feedback has been overwhelmingly positive with students objectively and subjectively enjoying and feeling engaged with the sessions. We found that 92% of students enjoyed the sessions, 93% felt engaged, 97.5% felt it met their learning requirements, feeling significantly more confident in identifying and managing the conditions presented.
Volume 94
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Endocrine Abstracts
ISSN 1470-3947 (print) | ISSN 1479-6848 (online)
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