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The Effects of a Novel Virtual Reality Osteopathic Manipulative Medicine Program on First Year Practical Exam Scores

Journal: The AAO Journal Date: 2022/06, 32(2):Pages: 24-25. doi: Subito , type of study: cohort study

Free full text   (https://meridian.allenpress.com/aaoj/article/32/2/15/482674/LBORC-NUFA-Poster-Abstracts-2022-Students)

Keywords:

exam scores [1]
medical students [402]
OMT [2951]
osteopathic manipulative treatment [2973]
virtual reality [3]
cohort study [51]

Abstract:

Introduction/Background: Virtual reality (VR) is an emerging technology that provides an immersive virtual environment and has been used in medical education curricula.1,2 Having a virtual patient to observe and practice techniques in VR, osteopathic medical students may have the opportunity to refine osteopathic manipulative medicine (OMM) techniques. Objective: To determine the effects of a virtual reality OMM program on student practical grades. Methods: First year osteopathic medical students were recruited via email and in-person announcements to participate in this NYIT-IRB approved BHS-1582 study and were provided with an Oculus 2 VR headset. They completed a 25-minute interactive OMM program focusing on reinforcing key concepts in screening and identifying landmarks on a virtual patient. First practical exam scores of VR participants were analyzed using chi-squared analysis against first year students who did not participate in the VR program to assess for any association between VR program use and the student’s first OMM practical exam scores. Results: The mean practical score for students completing the VR program (n=39) was 93.06 whereas the mean practical score for students who did not participate in the program (n= 287) was 93.32. Chi-squared analysis revealed that exposure to the VR program had no association with practical exam scores (p-value: 0.91). Discussion/ Conclusion: The OMM VR program did not have a significant effect on practical exam scores. Limitations include a small number of students participating in the VR program and confounding factors which may limit the use of the OMM practical exam as an effective differentiating measure. Future studies in the use of VR interface with osteopathic education may be a beneficial endeavor.


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