Details
| Original language | English |
|---|---|
| Pages (from-to) | 363-371 |
| Number of pages | 9 |
| Journal | Cyberpsychology, Behavior, and Social Networking |
| Volume | 27 |
| Issue number | 6 |
| Early online date | 19 Jun 2024 |
| Publication status | Published - Jun 2024 |
| Externally published | Yes |
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)
ASJC Scopus subject areas
- Social Sciences(all)
- Communication
- Psychology(all)
- Social Psychology
- Computer Science(all)
- Human-Computer Interaction
- Psychology(all)
- Applied Psychology
- Computer Science(all)
- Computer Science Applications
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In: Cyberpsychology, Behavior, and Social Networking, Vol. 27, No. 6, 06.2024, p. 363-371.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Structured Exposure Achieves High Acceptance of Immersive Technology Among Medical Students and Educators
AU - Einloft, Jonas
AU - Bedenbender, Simon
AU - Michelsen, Malte
AU - Meyer, Hendrik L.
AU - Russ, Philipp G.
AU - Heidtmann, Alexander
AU - Hirsch, Martin C.
AU - Grgic, Ivica
N1 - Publisher Copyright: Copyright 2024, Mary Ann Liebert, Inc., publishers
PY - 2024/6
Y1 - 2024/6
N2 - 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.
AB - 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.
KW - extended reality (XR)
KW - future in teaching
KW - immersive technologies
KW - medical education
KW - technology acceptance model
KW - virtual reality (VR)
UR - http://www.scopus.com/inward/record.url?scp=85188585129&partnerID=8YFLogxK
U2 - 10.1089/cyber.2023.0297
DO - 10.1089/cyber.2023.0297
M3 - Article
VL - 27
SP - 363
EP - 371
JO - Cyberpsychology, Behavior, and Social Networking
JF - Cyberpsychology, Behavior, and Social Networking
SN - 2152-2715
IS - 6
ER -