Virtual reality helps train emergency physicians

Photo by sasint

Imagine you are an emergency medicine resident, trying to focus on your patient with abdominal pain — asking about his medical history and symptoms as you give him a physical — but you keep getting interrupted. A technician stops by to hand you another patient’s EKG. A staff member asks about an order for pain medication for a different patient. And then you are called to see a psychiatric patient who is agitated. You return ready to focus and then an attending physician breaks in to redirect your attention to a new patient with a high heart rate.

All told, you’re interrupted 12 times during the patient exam. How can you possibly maintain your train of thought? How can you build trust with the patient, when all these disruptions are stressing him out?

The above narrative was inspired by the script of a new training simulation, which was filmed at Stanford’s emergency department as a virtual reality video.

This is a typical scenario faced by emergency physicians, who are interrupted on average every six minutes. These interruptions increase the likelihood of errors, so it is critical for emergency doctors to practice how to multitask in this fast-paced, high-risk and disruptive environment.

The script was written by Henry Curtis, MD, a Stanford clinical instructor in emergency medicine, and Cameron Mozayan, MD, a Stanford emergency medicine resident.

“A problem with many current learning modalities is that they don’t engage modern participants in an active, immersive learning environment, so it’s difficult to sustain their attention,” Curtis said. “Virtual reality-based education presents an innovative solution to address this problem. Distractions are minimized as the learner excitedly engages in the VR world. The perception of the experience also triggers strong memories, which connect them to the educational content. So participants allot their full attention as they contemplate important medical decisions.”

Over 30 health care educators and providers at the 2018 International Health Humanities Consortium Conference at Stanford tried the training simulation recently. While viewing, the participants were asked to choose which interruptions were more important than the patient-physician consultation. The participants then viewed the video again with expert pro and con discussions — interactively testing to see if the others’ viewpoints swayed their opinions on the importance of the interruptions.

“Training is more powerful if the participants are seeing it in 360 virtual reality and they are being engaged in an interactive experience,” Curtis told me.

Participants said the VR training realistically conveyed what it was like to work in an emergency department. One health care worker declared, “This experience makes me feel like I’m in the emergency department. I feel like I’ve seen all of these things happen at work.” Another said, “Sometimes emergency medicine feels like a warzone.” A third participant added, “I was feeling so tense in there with all of the interruptions.”

The users also provided insights. For instance, one person was struck by how often technology caused the interruptions.

Curtis worked with Jason Lowe, MD, and Anne Merritt, MD, members of Stanford’s medical humanities team and with Stanford’s Education Technology team to create the first video. Now, they are analyzing the data from the conference, and are planning a series of VR training simulations.

For his next project, Curtis is also working with Aussama Nassar, MD, to film a trauma simulation with an agitated patient who deteriorates into neurogenic shock after a bicycle accident.

Curtis said he hopes the virtual reality series will enhance the quality of the lessons learned during the training simulations, in addition to extending their reach to a larger audience. He added:

“VR education can be transported globally to allow learners across the world to immerse themselves in the intricacies of innumerable clinical encounters, as well as receive structured debriefing in the virtual world by renowned experts from Stanford University and the like.”

This is a reposting of my Scope blog story, courtesy of Stanford School of Medicine.

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Stanford and Common Sense Media explore effects of virtual reality on kids

Photo by Andri Koolme

Although we’re still a long ways off from the virtual reality universe depicted in the new movie “Ready Player One,” VR is becoming a reality in many homes. But how is this immersive technology impacting our kid’s cognitive, social and physical well-being?

Stanford researchers and Common Sense Media are investigating the potential effects of virtual reality on children. And a  just-released report provides parents and educators with a practical guide on VR use.

“The truth is, when it comes to VR and kids, we just don’t know that much. As a community, we need more research to understand these effects,” Jeremy Bailenson, PhD, a Stanford communication professor and the founder of Stanford’s Virtual Human Interaction Lab, wrote in an introduction to the report.

The research team surveyed over 3600 U.S. parents about their family’s use of virtual reality. “Until this survey, it was unclear how, and even how many, kids were using virtual reality,” said Bailenson in a recent Stanford news release. “Now we have an initial picture of its adoption and use.”

The report summarizes results from this survey and previous VR research. Here are its key findings:

  • VR powerfully affects kids, because it can provoke a response to virtual experiences similar to actual experiences.
  • Long-terms effects of VR on developing brains and health are unknown. Most parents are concerned, and experts advocate moderation and supervision.
  • Only one in five parents report living in a household with VR and their interest is mixed, but children are
  • Characters in VR may be especially influential on young children.
  • Students are more enthusiastic about learning while using VR, but they don’t necessarily learn more.
  • VR has the potential to encourage empathy and diminish implicit racial bias, but most parents are skeptical.
  • When choosing VR content, parents should consider whether they would want their children to have the same experience in the real world.

Ultimately, the report recommends moderation. “Instead of hours of use, which might apply to other screens, think in terms of minutes,” Bailenson wrote. “Most VR is meant to be done on the five- to 10-minute scale.”  At Stanford’s Virtual Human Interaction Lab, even adults use VR for 20 minutes or less.

One known potential side effect from overuse is simulator sickness, which is caused by a lag in time between a person’s body movements and the virtual world’s response. Some parents also reported that their child experienced a headache, dizziness or eye strain after VR use.

In addition, the researchers advise parents to consider safety. Virtual reality headsets block out stimuli from the physical world, including hazards, so users can bump into things, trip or otherwise harm themselves.

A good option, they wrote, is to bring your child to a location-based VR center that provides well-maintained equipment, safety spotters and social interactions with other kids.

This is a reposting of my Scope blog story, courtesy of Stanford School of Medicine.