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Kidney Week

ASN / Education & Meetings / Kidney Week /

Please note that you are viewing an archived section from 2022 and some content may be unavailable. To unlock all content for 2022, please visit the archives.

Abstract: TH-PO010

Assessment of a 3-Dimensional (3D) Virtual Reality (VR) Educational Tool

Session Information

  • Educational Research
    November 03, 2022 | Location: Exhibit Hall, Orange County Convention Center‚ West Building
    Abstract Time: 10:00 AM - 12:00 PM

Category: Educational Research

  • 900 Educational Research

Authors

  • Nakhoul, Georges, Cleveland Clinic, Cleveland, Ohio, United States
  • Mehdi, Ali, Cleveland Clinic, Cleveland, Ohio, United States
  • Duran Crane, Alejandro, Cleveland Clinic, Cleveland, Ohio, United States
  • Schold, Jesse D., Cleveland Clinic, Cleveland, Ohio, United States
  • Arrigain, Susana, Cleveland Clinic, Cleveland, Ohio, United States
  • Wardrop, Richard M., Cleveland Clinic, Cleveland, Ohio, United States
  • Nally, Joseph V., Cleveland Clinic, Cleveland, Ohio, United States
  • Bierer, S. beth, Cleveland Clinic, Cleveland, Ohio, United States
  • Sedor, John R., Cleveland Clinic, Cleveland, Ohio, United States
  • O'Toole, John F., Cleveland Clinic, Cleveland, Ohio, United States
  • Taliercio, Jonathan J., Cleveland Clinic, Cleveland, Ohio, United States
Background

Improving student engagement with information technology has led to the proliferation of innovative teaching tools. Using funding provided by the ASN, we developed a 3D VR kidney physiology course. Our goal was to objectively assess its efficacy as a teaching tool on knowledge gain.

Methods

Internal medicine PGY1 residents were randomly assigned into 2 groups: a VR group (exposed to the VR session) and a traditional group (received a printed script of the VR learning course). The VR session consisted of a 3D review of water and electrolyte transport and of the mechanism of action of diuretics. Within a week of being exposed to the VR vs. traditional material, both groups underwent a 2-hour seminar on diuretics. Knowledge acquisition and retention were assessed with a test administered immediately after the seminar and again within 6-12 weeks. The 40-question test was issued using the platform RedCap. Tests were anonymous and it was not possible to link results from both test administrations. We used t-tests to compare the number of correct answers and the percent correct between the VR and traditional groups. Initial and follow-up tests were evaluated separately.

Results

Of the 133 PGY1 residents scheduled and randomized to participate, 71 completed the courses and initial testing (41 VR group vs. 30 traditional group). 53.5% of participants were males. Average age was 27.2±2.0. Results of the initial test showed higher scores among VR vs. traditional group (77.6% correct vs. 70.7%, Table 1). 36 PGY1s participated in the follow-up testing (23 VR group vs. 13 traditional group). Results of the follow-up test showed no significant difference in test results (Table 1). Follow the QR code to see a video of our application.

Conclusion

The 3D VR platform is a useful supplemental educational tool with improved short-term resident learning. To understand the long-term impact on transfer of learning, a larger student cohort with longer-term follow-up is needed.