Authors:
Krista Hoek
1
;
Christina Jaschinski
2
;
Monique van Velzen
1
and
Elise Sarton
1
Affiliations:
1
Department of Anaesthesiology, LUMC, Albinusdreef 2, 2333ZA, Leiden, The Netherlands
;
2
Saxion University of Applied Sciences, M. H. Tromplaan 28, 7513AB, Enschede, The Netherlands
Keyword(s):
VR-Simulation, Immersive Learning, Immersive VR, Proteus Effect, Medical Education, Crisis Resource Management, User-Centered Design.
Abstract:
Simulation training in medical settings has become pivotal in clinical education. Virtual reality (VR) presents a novel approach to simulation, offering numerous advantages for both trainers and trainees by facilitating high-fidelity practice in situational awareness, decision-making, and multitiered response systems within a safe yet stressful environment. This paper outlines the development of a multiplayer VR simulation prototype tailored for anaesthesiologist-intensivists, with input from a multidisciplinary expert team throughout the process. Trainers can dynamically adjust patient physiological parameters, enabling training in crisis resource management under pressure. Following a user-centered design (UCD) methodology, iterative design cycles involve experts adapting a Failure Modes and Effects Analysis (FMEA) to prioritize trainee and trainer needs. User feedback, gathered through various qualitative and quantitative UCD techniques such as interviews, focus groups, and protot
ype testing, informs each iteration. Three simulation prototype versions underwent evaluation, incorporating simulation settings, debriefing sessions, and FMEA analysis. Feedback informed iterative design improvements until thematic saturation was reached, culminating in the creation of an initial prototype. This paper aims to detail the development process of a VR scenario training program, geared towards immersive simulation learning.
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