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The Efficacy of an OMM Virtual Reality Program on Learning for Osteopathic Medical Students
Jose, J. [2]
Ahmed, E. [3]
Piscitelli, E. [1]
Stout, R. F. [1]
Yao, S. C. [76]

Journal: Journal of Osteopathic Medicine Date: 2021/12, 121(12):Pages: A57-A58. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.1515/jom-2021-2000/html)

Keywords:

cross sectional study [824]
learning [100]
medical students [629]
OMT [3695]
osteopathic manipulative treatment [3717]
osteopathic medicine [1994]
USA [1598]
virtual reality [7]

Abstract:

Context: Virtual Reality (VR) is a relatively new medium created to provide the public with an immersive and interactive gaming experience. In recent years, VR has made its way into medical education, gamifying the learning environment (1). Studies have shown the benefits of using VR for surgical training and anatomy learning (1, 2); however, this novel approach has not been explored in the field of osteopathic medicine. So, we set out to create a VR OMM program that would enhance osteopathic learning. Objective: To determine whether the use of Virtual Reality (VR) for learning Osteopathic Manipulative Medicine (OMM) results in high learning motivation among osteopathic medical students. We believe that the unique aspects of medical VR that allow for the interactive viewing of the human body with immediate feedback, will motivate students to learn and accurately practice osteopathic diagnoses and techniques. Methods: A pilot VR OMM program was developed to determine if osteopathic medical students felt that the use of VR would enhance the learning of osteopathic techniques and diagnosis. The program was designed and developed using Unity development software. A virtual reality OMM classroom environment was created for students to enter using an Oculus VR Headset and practice their osteopathic techniques such as identifying landmarks, assessing symmetry, determining thoracic range of motion, and conducting the skin drag and erythema tests. An email regarding the pilot study was sent out to first year medical students at NYITCOM and those who volunteered were lent an Oculus VR Headset for one week with video instructions on how to use the program. Total play times and scores during each game session were recorded using the headset, and Instruction Materials Motivation (IMMS) and OMM in VR feedback surveys were given after headset use to assess the students’ thoughts and motivation to learn OMM using a VR medium (3, 4). The IMMS survey assessed the students’ motivation through four categories: attention, relevance, confidence, and satisfaction (ARCS) (5). From the IMMS survey, which consisted of 36 questions, the 12 Reduced Instructional Material Motivation Survey (RIMMS) questions were used for analysis (3). The RIMMS contains three questions pertaining to each category of the ARCS Model of Motivation. The surveys, except the free response section, were answered on a 1-5 Likert-scale. SPSS was used to statistically analyze the data and check for overall agreement or disagreement on the practicality and benefits of using VR for OMM. Results: A total of 45 first year osteopathic medical students attending NYITCOM expressed interest in being a part of this pilot study, out of which 44 students actively participated in the OMM VR program. From these 44 students, 39 filled out the post-program survey, however only 37 fully completed the survey to its entirety. From the 44 students who participated in the program, the data collected from the headsets showed students spent an average of 11.5 minutes in the OMM VR program, with the average first score being 68.3 and the average highest score being 75.5. The modes, medians, and interquartile ranges (IQR) of the 1-5 Likert-scale responses were calculated for each question in the RIMMS. The results of the statistical analysis were as follows: attention (modes=3, 4, 4; medians=3, 4, 4; IQR=1, 1, 1), relevance (modes=5, 3, 4; medians=5, 4, 4; IQR=1, 1, 1), confidence (modes=5, 5, 4; medians=4, 4, 4; IQR=2, 2, 1), and satisfaction (modes=3, 5, 5; medians=4, 4, 4; IQR=2, 2, 2). The modes and medians show there was an overall agreement that practicing OMM in the VR program was useful and motivating. The IQR ranges of 1 and 2 also show that there was little disagreement between the students for each question. Student comments in the free response section confirmed the overall positive experience with OMM and VR. Students liked how it allowed them to review and practice skills they already learned in class, and they expressed interest in seeing more OMM techniques as modules in the future. Additional survey responses pointed out that there were some challenges to learning how to use the VR controls and that improved instructions for the module could be helpful for the future. Conclusion: This was a survey-based pilot study that aimed to determine whether OMM could be brought to VR in a meaningful way. The goal was to determine if practicing OMM in VR would be helpful for students, and if it could motivate them as a novel additional learning tool. The results of the RIMMS and OMM in VR survey showed that OMM could potentially be brought into VR for remote or even in class learning. We also received useful feedback on what worked and what could be improved for the next phase of this study. The next version of this program will include more techniques and will incorporate some of the suggested improvements to the pilot program. The use of virtual reality could pave the way for the future use of out-of-classroom OMM learning and assessment to fine tune osteopathic skills and create enthused and motivated osteopathic physicians.

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