Exploring the Role of Immersive Technology in Medical Education

Virtual, augmented, and mixed reality are immersive technologies which are becoming increasingly popular learning tools for use in healthcare student education. Research has shown that virtual reality (VR), a form of immersive technology can improve knowledge and the learning experience by applying a conceptual framework to guide lesson plans informed by constructivist and experiential learning theories. VR learning tools could revolutionise the way we deliver and support education. This thesis focuses on VR, which is thought to enhance the learning process by creating an environment by which the learner can develop creativity, learn by doing and increase understanding of complex concepts by providing 3D visualisation. Research is demonstrating that VR can improve knowledge acquisition, however there is a paucity of evidence on whether VR improves the learning experience and how costly the learning tool is. Therefore, this thesis aims to explore the role of VR regarding the learning experience coupled with the feasibility of the tool in healthcare student education. This thesis explores the role of VR in medical, midwifery and nursing education, with a focus on medical education. Firstly, the thesis introduces the concept of educational technology as learning tools and the learning theories that guide conceptual frameworks in medical education in a comprehensive literature review. Next a systematic review of immersive technologies in medical, midwifery and nursing education is presented that finds immersive technologies when compared to traditional learning tools are equal in knowledge gain and provide an enhanced learning experience. Furthermore, it also highlights the heterogeneity of instruments used to assess the learning experience. These findings allowed us to design and develop our own virtual reality learning environment (VRLE) on the topic of “Stages of fetal development in pregnancy”. A conceptual framework based on experiential learning and constructivism guided the lesson development. To test the VRLE, a randomised control trial is performed with medical students to assess the effectiveness of the VRLE compared to a traditional didactic tutorial. Validated standardised tools used for simulation based medical education tools are adapted for a VRLE and proposed for the evaluation of the learning experience with VR educational tools. The findings of the RCT conclude that the VRLE increases knowledge levels similarly to a traditional tutorial and offer a favoured learning experience by participants despite experiencing side-effects. To further assess the efficacy of the VRLE, a second lesson in VR on the topic of “Fetal lie, position and presentation in the third trimester of pregnancy” is developed for midwifery students in a mixed methods study. In this study the VRLE had no impact on knowledge gain however participants reported a more favoured learning experience. Following this a cost analysis of the VRLE is conducted to assess the cost of VR as an educational tool, reveals that VR is more costly when compared to traditional learning tools. Finally, the development of 3D models of congenital abnormalities for antenatal patient education is described and a pilot case study is presented that shows the potential of VRLEs in this area. Emerging research demonstrates that knowledge and understanding of 3D objects are enhanced with VR technology. Although there are challenges facing the implementation and acceptance of VR technology into the curriculum, the advancement and widespread availability of VR technology in addition to the increasing amount of universal content in the future could negate these challenges. This thesis demonstrates that VR technology is a novel learning tool that can increase knowledge equally to traditional learning tools, enhance understanding of complex three-dimensional concepts and provide a favourable learning experience in healthcare education.