Structured Exposure Achieves High Acceptance of Immersive Technology Among Medical Students and Educators

authored by: Jonas Einloft, Simon Bedenbender, Malte Michelsen, Hendrik L. Meyer, Philipp G. Russ, Alexander Heidtmann, Martin C. Hirsch, Ivica Grgic
Abstract: Virtual reality (VR) is a potent educational tool with untapped potential in medical training. However, its integration into medical schools faces challenges such as cybersickness and hesitancy among medical students and professionals. Notably, there has been no systematic assessment of the acceptance of medical educational VR applications by both students and educators. In our single-center study, we enrolled 133 medical students and 14 medical educators. Following a practical demonstration of the established VR anatomy application, Sharecare YOU VR, participants completed a self-reporting survey based on the Technology Acceptance Model (TAM), exploring user acceptance of information technologies and focusing on perceived usefulness (PU), perceived ease of use (PEU), and attitude toward using (ATU). We also sought insights into potential future applications of VR in medical education. Our findings indicate a high level of acceptance among medical students and educators upon structured exposure to VR with significantly positive responses for all three TAM variables (PU, PEU, and ATU). Intriguingly, hands-on experience influenced acceptance. Students envisioned VR's benefits in anatomy, surgery, emergency medicine, and communication skill training with patients. Both students and educators believed that VR could enhance traditional approaches and complement the existing curriculum, anticipating improved preparedness for medical students through VR training applications. In conclusion, our results demonstrate the receptivity of both students and educators to immersive technologies, including VR, in medical education. Importantly, the data suggest that the adoption of VR in this field would be welcomed rather than resisted, potentially enhancing students' self-efficacy and enriching the medical school curriculum.
External Organisation(s): Philipps-Universität Marburg
Type: Article
Journal: Cyberpsychology, Behavior, and Social Networking
Volume: 27
Pages: 363-371
No. of pages: 9
ISSN: 2152-2715
Publication date: 06.2024
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Communication, Social Psychology, Human-Computer Interaction, Applied Psychology, Computer Science Applications
Electronic version(s): https://doi.org/10.1089/cyber.2023.0297 (Access: Closed)

BibTeX

@article{9d8bfebe57524ea3a4bf434c31e7aab8,
title = "Structured Exposure Achieves High Acceptance of Immersive Technology Among Medical Students and Educators",
abstract = "Virtual reality (VR) is a potent educational tool with untapped potential in medical training. However, its integration into medical schools faces challenges such as cybersickness and hesitancy among medical students and professionals. Notably, there has been no systematic assessment of the acceptance of medical educational VR applications by both students and educators. In our single-center study, we enrolled 133 medical students and 14 medical educators. Following a practical demonstration of the established VR anatomy application, Sharecare YOU VR, participants completed a self-reporting survey based on the Technology Acceptance Model (TAM), exploring user acceptance of information technologies and focusing on perceived usefulness (PU), perceived ease of use (PEU), and attitude toward using (ATU). We also sought insights into potential future applications of VR in medical education. Our findings indicate a high level of acceptance among medical students and educators upon structured exposure to VR with significantly positive responses for all three TAM variables (PU, PEU, and ATU). Intriguingly, hands-on experience influenced acceptance. Students envisioned VR's benefits in anatomy, surgery, emergency medicine, and communication skill training with patients. Both students and educators believed that VR could enhance traditional approaches and complement the existing curriculum, anticipating improved preparedness for medical students through VR training applications. In conclusion, our results demonstrate the receptivity of both students and educators to immersive technologies, including VR, in medical education. Importantly, the data suggest that the adoption of VR in this field would be welcomed rather than resisted, potentially enhancing students' self-efficacy and enriching the medical school curriculum.",
keywords = "extended reality (XR), future in teaching, immersive technologies, medical education, technology acceptance model, virtual reality (VR)",
author = "Jonas Einloft and Simon Bedenbender and Malte Michelsen and Meyer, {Hendrik L.} and Russ, {Philipp G.} and Alexander Heidtmann and Hirsch, {Martin C.} and Ivica Grgic",
note = "Publisher Copyright: Copyright 2024, Mary Ann Liebert, Inc., publishers",
year = "2024",
month = jun,
doi = "10.1089/cyber.2023.0297",
language = "English",
volume = "27",
pages = "363--371",
journal = "Cyberpsychology, Behavior, and Social Networking",
issn = "2152-2715",
publisher = "Mary Ann Liebert Inc.",
number = "6",
}