Wednesday, April 24, 2013

April 24 - Review #6 - for real this time!

Yes, I am way late on this one but I haven't been slacking on my reading.  I've read SO much, usually articles I've been led to from Twitter, but maybe not all of it has been scholarly enough, so tonight I went back to Google Scholar to do some REAL reading.

Citation: Butina, M., Brooks, D., Dominguez, P., & Mahon, G. (2013). Utilization of virtual learning environments in the allied health professions, Journal of Allied Health, 42 (1), Spring 2013 , pp. 7E-10E(4). Retrieved from http://www.ingentaconnect.com/content/asahp/jah/2013/00000042/00000001/art00012

Summary:  This study was performed to explore how the latest developments in instructional technology are being used in allied health education.  Most allied health students are accustomed to the Internet, YouTube videos, PowerPoints, and similar technology.  In health education, the next wave appears to be virtual reality.  This article uses SecondLife as an example of desktop virtual reality and a flight simulator as immersive virtual reality.  In the past decade, more specialties of health professional training are using simulators, such as DentSim and PerioSim for dental students.  Nursing students are using their own virtual reality simulators.  The researchers have compiled a list of pros and cons of using simulations.  For example, two advantages of using simulators are that students can practice skills without hurting patients and students build confidence by practicing their skills.  Two disadvantages are that students do not actually practice motor skills, such as lifting large patients, and that students do not get adequate face-to-face practice if they only use simulators.  The researchers designed a survey with SurveyMonkey and invited members of the Association of Schools of Allied Health Professions by email.  Of the 126 invitations sent, 44 responses were received.  Of these 44 respondents, only 17 stated that they use interactive virtual learning environments.  Only three of the 17 use models that were defined as virtual learning by the researchers.  Interestingly, only four respondents stated that they had no interest at all in using virtual technology in the classroom.  The researchers were disappointed in these findings because they believe that the use of virtual learning environments is an excellent way of teaching students skills prior to their working with real patients.  They also feel that students who have grown up playing video games will do well with virtual training methods.

Reflection:  As for disappointment, I was only really disappointed that the respondents did not provide a great deal of followup information.  There was not a lot of focus on cost effectiveness.  I think cost effectiveness is a huge contributing factor to the low numbers of allied health educators using virtual reality.  From the aspect of a public high school teacher, I know it is a huge factor for me and other teachers in our school.  I think a lot of health science teachers would like - no, love - to use more virtual learning opportunities but we just have so many dollars to spend and that number is nowhere near enough to purchase even one station.  Additionally, as a teacher I feel that students could possibly benefit more from using such technology as interactive, life-like manikins rather than video game-style simulations.  These are used in such esteemed medical education institutions as Johns Hopkins and the nursing school at Lipscomb University.  In my opinion, students not only get better practice on their motor skills and physical care skills, but they get the benefits mentioned by the researchers such as increased confidence and practice without the risk of injury to patients.  Meanwhile, I will continue putting these manikins on my "wish list" every year!