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There is growing evidence that the use of simulation in teaching is a key means of improving learning, skills, and outcomes, particularly for practical skills (Cook et al., 2013). In the health sciences, the use of high-fidelity task trainers has been shown to be ideal for reducing cognitive load and leading to enhanced learning outcomes (Scalese, Obeso, & Issenberg, 2008). Given the increased impact in running face to face residential schools, cost of high-fidelity task trainers, and the general pedagogy shift towards distance education, new pedagogies and methods of education delivery are required to assist students and improve face to face and distance equality especially in regard to simulation training (Clark & Mayer, 2016; Cook et al., 2010).
Laryngoscopy is a critical skill for healthcare professionals, particularly for paramedics who may need to perform this procedure in emergency situations. However, traditional training methods can be costly and time-consuming, and may not be accessible to students studying at a distance. To assist with these issues, technologies such as 3D printing (3DP), augmented reality (AR), virtual reality (VR), and mobile bring your own devices (BYOD) are becoming available for use commercially and thus are able to be studied in the distance classroom (Birt, Moore & Cowling, 2017).
The implementation of mobile mixed reality simulation for laryngoscopy training known as Laryngoscopy AR represents an innovative approach to improving healthcare education that has significant potential to benefit both learners and patients alike. The software presents the implementation of a mobile mixed reality intervention for teaching laryngoscopy skills to distance paramedic science students. The intervention uses a user-supplied mobile phone incorporating 3D printing, virtual reality, and augmented reality to provide a realistic training experience that can be accessed remotely. The AR technology detects the laryngoscope using image recognition software and displays a virtual 3D model of the laryngoscope at 1:1 scale, triggering the next step in the procedure. If at any time the user incorrectly positions the instruments, it presents a red guide. This feedback mechanism allows learners to practice their skills in a safe environment without fear of causing harm to patients. The benefits of using simulation in teaching, particularly for practical skills, have been well documented in the literature.
The software aimed to assist distance learners in practising skills prior to attending mandatory residential schools, thereby building a baseline equality between those students who study face to face and those at a distance.
The results of user testing the software found statistically significant improvements in the use of the simulation across several key performance indicators in the distance learners. However, it also highlighted some problems to overcome in the pedagogical method. The use of augmented reality technology in laryngoscopy training provides learners with a safe and realistic training experience that allows them to practice their skills without fear of causing harm to patients. This technology has potential applications beyond paramedic education and could be used to teach other practical skills in healthcare fields.
Overall, the implementation of mobile mixed reality simulation for laryngoscopy training represents an innovative approach to improving healthcare education that has significant potential to benefit both learners and patients alike. By providing learners with a safe and realistic training experience that can be accessed on their own mobile phones, this technology overcomes many of the barriers associated with traditional training methods and has the potential to revolutionize healthcare education.
|Apple App Store
|Media of output
|Published - 12 Apr 2017
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Mobile mixed reality for experiential learning and simulation in medical and health sciences educationBirt, J. R., Stromberga, Z., Cowling, M. A. & Moro, C., 31 Jan 2018, In: Information (Switzerland). 9, 2, 14 p., 31.
Research output: Contribution to journal › Article › Research › peer-reviewOpen AccessFile
Moore, E., Cowling, M. A. & Birt, J. R., 27 Feb 2018, Good Practice Guide - Contemporary Learning and Teaching, p. 12 1 p.
Research output: Contribution to specialist publication › Article › Research
Birt, J., Moore, E. & Cowling, M., 29 Nov 2017, In: Australasian Journal of Educational Technology. 33, 6, p. 69-83 15 p.
Research output: Contribution to journal › Article › Research › peer-reviewOpen Access