Integration and evaluation of virtual reality in distance medical education

2022 Spring.Includes bibliographical references.The need for distance education is ever increasing, and it is therefore essential to continue advancing distanced pedagogical techniques to provide exceptional and equitable education to students. Previous studies suggest that virtual reality (VR) provides unique benefits to the remote learner through several important areas: 1) providing an environment which can be readily manipulated to serve needs of diverse learner, 2) promoting a feeling of social presence by connecting students in a common virtual environment, 3) holding learner attention and engagement, and 4) challenging learners to take an active role in their learning to derive their own meaning from content presented. Each of these points addresses a key challenge imposed by traditional distance education methods, so further exploration and refinement of VR in distance education is important. The following chapters dive into two studies that explore the role of VR in distance education in human anatomy classrooms. Chapter 1 provides an overarching literature review of distance education including common methods, challenges, and the effect of the global COVID- 19 pandemic on remote instruction methods. The chapter further introduces virtual reality, discussing its current role in education and providing an overview of current areas of VR research in education. The methodology used for each study is briefly discussed. Chapter 2 is a modified version of a manuscript currently in review. This chapter is composed of a longitudinal study conducted on undergraduate students in a human anatomy course at Colorado State University. Covid-19 restrictions and the resulting demand for online instruction posed challenges to education communities worldwide, especially in human anatomy. In response, Colorado State University coordinated and deployed an 8-week long large-scale virtual reality (VR) course to supplement online human anatomy instruction. Students [n = 75] received a VR capable laptop and head-mounted display and participated in weekly synchronous group laboratory sessions with instructors. The program enabled students to remotely collaborate in a common virtual space to learn human anatomy on an artist-rendered cadaver. Qualitative data were collected on student engagement, confidence, and reactions to the new technology. Quantitative data assessed student knowledge acquisition and retention of anatomical spatial relationships. Results and implications are discussed. This VR based course demonstrates an interactive approach to distance education and may further promote educational research utilization of VR to supplement teaching human anatomy. Chapter 3 is also a modified version of a manuscript under review. This chapter is composed of a second longitudinal study that evaluated the utilization of virtual reality (VR) as a novel tool to promote virtual connection and collaboration by remotely connecting rural high school students to graduate student mentors to learn human anatomy in a VR, case-based course. It was hypothesized that 1) VR is an effective tool to remotely link graduate student mentors with high school students, promoting student engagement and motivation, and 2) this VR, case-based curriculum promotes skills for student success (i.e., problem solving, spatial ability, communication, and collaborative skills). Qualitative data assessed student motivation, mentorship engagement, satisfaction, and overall perceptions while utilizing the VR program compared to traditional online methods. Quantitative data assessed changes in student critical thinking ability throughout the semester. Results and implications are discussed at length. Research on the implementation of virtual reality in education is in its early stages, but there is a growing need to investigate the effectiveness of immersive technologies in overcoming barriers to distance learning. The presented course is an early exploration of how VR can enhance STEM teaching, improve student learning experiences, and prepare students for success in higher education. Chapter 4 presents a broad summary and conclusion of the role of VR in distance education explored in the preceding manuscripts. Broad reaching implications are discussed, as well as recommendations for implementing VR into classrooms. These studies were designed to evaluate the role of VR in distance education at multiple levels of education. Each of the studies presented provide strong evidence that VR is a highly collaborative and engaging tool that has the potential to address important challenges posed by traditional education methods. Virtual reality is an emerging, cutting-edge technology that may transform distanced education into a more connective, collaborative, and engaging method of exceptional and equitable virtual learning