Abstract

Introduction: Technology has been a major contributor to recent changes in teaching and training, where simulation plays a huge role by providing a unique safe place to learn. The most recent advancement is the incorporation of immersive virtual reality (VR) as a safe haven for learning and a more realistic approach to acquiring skills. Basic life support (BLS) skills are said to double, maybe even triple survival from cardiac arrest, and hence it is crucial to ensure optimal acquisition and retention of these skills. In this study, we aimed to validate a VR BLS teaching program and compare it with the current traditional teaching methods.

Method: Twenty six participants were recruited for the study and divided randomly into two equal groups – one group undertaking the VR (compression-only) BLS course and the other completing the traditional instructor-led BLS training. Participants were assessed before and after their respective courses establishing a baseline and final result for each course. They were also asked to complete feedback questionnaires.

Results: When comparing the results, the overall scores showed statistically significant improvement in both groups when it came to compression-only cardiopulmonary resuscitation (CPR) (traditional group mean score improved from 7.62 to 11.54, while the VR group from 6.92 to 8.85 with p-value <0.05). Both teaching methods seem to convey beneficial skills. As for the face-content validity, people enjoyed the VR ranking it high for realism, ease of use, clarity and content. Finally, people seemed confident performing CPR after both courses.

Conclusion: Both VR and traditional courses showed improvement in compression-only CPR skills with positive feedback from VR participants in regards to ease of use, content and overall experience.

Additional Information

This presentation was given at the 8th Annual Homerton Simulation Conference, Homerton University Hospital, London, UK, on 6 December 2018.

Conflict of interest: none declared.