A study on the impact of open source metaverse immersive teaching method on emergency skills training for medical undergraduate students | BMC Medical Education

The shortage of professional teaching resources has long impeded the progress of medical education, but the emergence of virtual reality technology offers a novel solution to this issue. Previous studies have demonstrated that virtual teaching systems for genetic testing can swiftly elevate students’ awareness of biosafety, foster interest in experimental learning and skills, cultivate clinical experimental thinking, and enhance comprehensive abilities [27]. In the realm of neurosurgery education, findings indicate that 81% of trainees who underwent virtual reality technology training exhibited heightened interest in neurosurgery, with 47% acknowledging the potential influence of videos on their future professional choices [28]. In pharmacology instruction, the acceptance rate of virtual reality teaching has been as high as 90% [29]. Research into teaching single injuries in emergency medicine, such as cardiopulmonary resuscitation, has revealed that virtual reality technology outperforms traditional teaching methods in enhancing student performance [30]. Scholars have even developed virtual reality software for cricoid puncture using the Unity platform for teaching purposes. Results indicate that virtual reality technology can improve students’ injury speed (81%) and program steps (92%), although no significant difference was observed in the time required for circumcision surgery between the research group and the control group (p > 0.05) [31]. Our study aims to investigate the efficacy of the virtual reality metaverse in educating medical undergraduate students. During the instructional design phase, lesson plans were crafted, and virtual teaching software was developed based on the teaching outline to meet the educational needs of medical undergraduates. To comprehensively achieve the evaluation objectives, the assessment focused on multiple skills rather than individual competencies. Besides evaluating students’ skill mastery, it also assessed their teamwork capabilities. To ensure robust results, an internationally recognized objective structured site-based assessment method was employed. The outcomes indicated that the scores of the experimental group students surpassed those of the control group across four sites: spinal injury management, composite injury treatment, cardiopulmonary resuscitation and tracheal intubation, and bronchoscopic lung segment identification. These findings align with prior research outcomes, affirming the beneficial educational impact of virtual reality technology, particularly within the metaverse, in medical education.

To understand the level of acceptance of virtual reality technology among students, a satisfaction survey was designed. The assessment of machine usage indicators revealed a relatively high acceptance rate for VR operation difficulty and 3D video playback stability, standing at 80.77%. The satisfaction rate regarding video realism was noted at 76.92%, while comfort during usage scored relatively low at 69.23%, potentially linked to machine quality. Various subjective evaluations concerning teaching effectiveness indicated that 92.31% of students felt that the new method enhanced their comprehension of key concepts and met learning objectives. Additionally, 96.15% expressed increased interest in learning, and all students (100%) were content with the improved control over learning time and location. Overall, student satisfaction reached 88.46%, showcasing their positive reception of this innovative learning approach. The team collaboration ratings demonstrated that the new teaching method positively impacted student teamwork. The satisfaction rate for task division, the lowest-rated aspect, was still at 84.62%, while mutual respect, the highest-rated item, scored 96.15%. These findings suggest that our novel teaching methods enhance students’ teamwork skills and are well-received by them.

Educators must weigh the technical complexity and implementation costs when considering the efficacy of introducing a new technology. Simulated medical education has long been touted as an effective solution to the scarcity of teaching resources for medical students, a notion supported by various prior studies [15, 18, 32]. However, with the comprehensive Simman-3G simulator used for simulated teaching exceeding $400,000 and the LLEAP system also exceeding $100,000, the high cost of simulated medical education should also be taken into consideration. With the addition of other supporting equipment such as trauma modules and case library materials, a complete training room hardware equipment can reach or even exceed 500,000 US dollars. Although there are few reports on the cost of virtual reality teaching for medical students, the cost-effectiveness of virtual reality simulators and phacoemulsification simulation training in wet laboratories on operating room performance in similar patient training was estimated to increase the cost by 50% and to increase per capita cost by nearly $10,000 [33]. While carrying out this study, we learned that the price of commercially available virtual teaching videos and software range from $8,000 to $10,000 per piece, whereas the price of a complete set of head display controller hardware, software, and display system could add up to $150,000. In this study, we delve into the potential of employing an efficient, cost-effective, high-quality metaverse immersive teaching approach in emergency medical education. All video and software production for this research was undertaken by the researchers using freely available open-source software. The panoramic camera utilized in this study captured crisp videos at a superior high-definition level of 5.6 K, outshining the prevalent 4 K standard in most panoramic videos. Post-capture, the panoramic video could be edited, enhanced with color, and adorned with filter effects through the integrated free software during the export-import process to the all-in-one machine. Furthermore, the software boasts an AI automatic painting feature, significantly reducing the IT skill demands for medical personnel. Upon completion of the final panoramic video, students could fully immerse themselves in the metaverse environment, achieving a level of immersion unattainable by 3D videos. The stability of the all-in-one machine surpassed that of VR glasses, with no reports of dizziness or discomfort from any students. Equipped with a head display and operating handle, the all-in-one machine obviated the necessity for computer streaming. Within the metaverse, students could adjust their position and perspective through controller manipulation, mitigating the issue of obscured teacher operations faced by numerous students in traditional training setups. Virtual teaching transcended temporal and spatial constraints, enabling students to access training at their convenience. Throughout the training sessions, teacher-student interaction was facilitated via screen mirroring, facilitating explanations and error corrections. All hardware utilized in the study was purchased from the market, with a price of only $350 per all-in-one machine and $500 per camera, rendering it suitable for widespread adoption and implementation.

Due to financial constraints and other limitations, only three VR all-in-one machines were utilized in this study, allowing for training sessions with a maximum of three students at the same time. Consequently, the study’s sample size is modest. The ensuing evaluation involved a trio of students assessing the team’s treatment, precluding broader extrapolation to collaborative treatment scenarios involving more individuals. The VR all-in-one machine employed in this investigation belongs to a relatively economical brand, offering a comfort level of merely 69.23% for students during usage, with 11.54% (3/26) of students expressing reservations about the experience. Owing to the absence of somatosensors and mechanical algorithms in the open-source video and teaching software, students are restricted to visual perceptions within the metaverse, precluding tactile instructional outcomes. While these limitations are acknowledged within the study, they do not compromise the research findings and conclusions, representing necessary compromises to balance cost considerations with efficacy. Moving forward, our educational endeavors will concentrate on refining and promoting the open-source metaverse immersive teaching approach to enhance its efficacy in emergency medical education. In short, the open-source metaverse immersive teaching methodology emerges as a potent, cost-effective, and easily replicable pedagogical tool, bearing significant value for the training of medical students.