Interactive Virtual Reality with Educational Feedback Loops to Train and Assess Veterinary Students on the Use of Anesthetic Machine

Abstract

The study objective was to assess acceptability, feasibility, likeability, and applicability of interactive virtual reality with feedback loops (VR) to teach and assess veterinary anesthesia machine operation. Data from 60 students were analyzed. Students learned and trained how to use the anesthesia machine components, connections and performed safety checks (such as the pressure check) using real and VR machines. Competency was assessed with oral/practical and VR exams. A questionnaire survey gathered student affective skill perception towards VR for education. Students perceived VR for veterinary education as positive, useful, likeable, and helpful to learn the anesthesia machine. VR appeared to increase cognitive load, inducing lower VR exam scores of 100 (92.4–97.9) when compared to oral/practical exams of 100 (98–99.8) with p = .018. Training times with either real or VR anesthesia machines were similar ( p = .71). A positive correlation was found between VR training times and VR exam scores (Spearman's correlation coefficient 0.5; p < .0001). No correlations were identified between oral/practical exam scores and training times. Seventy two percent of the students ( n = 43) had never used VR before. Prior VR experience was not necessary to train using VR. Computer glitches and cybersickness are important drawbacks to consider when using VR for education. The study demonstrated that interactive, immersive VR received favorable reactions from students. The VR incorporated educational feedback loops can be utilized as a simulation trainer for veterinary education. However, inherent limitations should be considered.