Comparison of immersive and non-immersive virtual reality videos as substitute for in-hospital teaching during coronavirus lockdown: a survey with graduate medical students in Germany

Abstract

As a consequence of the continued Covid-19 lockdown in Germany, in-hospital teaching for medical students was impossible. While lectures and other theoretical training were relatively easily converted into online sessions using platforms such as Moodle, Zoom and Microsoft Teams, this was not the case for practical skills and clinical interventions, such as bronchoscopy or colonoscopy. This study describes a workaround that was implemented at the Saarland University Hospital utilizing virtual reality equipment to convey the impressions of shadowing clinical procedures to the students without physical presence. To achieve this, 3D 180° videos of key clinical interventions of various internal medicine specialities were recorded, cut, and censored. The videos were uploaded to the e-learning YouTube channel of our institution and shared with the students via the private share function. The students could choose whether to use a VR-viewer to watch the videos immersively or to watch them without a viewer on a screen non-immersively. At the end of the course after 1 week, the students completed a questionnaire anonymously focusing on learning-success regarding the presented topics, a self-assessment, and an evaluation of the course. A total of 27 students watched the videos with a VR-Viewer and 74 watched non-immersively. Although the VR-viewer group self-assessed their expertise higher, there was no significant difference between the two groups in the learning-success test score. However, students in the VR-viewer group rated the learning atmosphere, comprehensibility, and overall recommendation of the course significantly higher. They also agreed significantly more to the statement, that they gained a better conception of the presented procedures, and that virtual reality might be an appropriate tool for online teaching. Video-assisted teaching facilitates learning and might be a valuable add-on to conventional teaching.Abbreviations: Covid-19: severe acute respiratory syndrome coronavirus 2; 3D: three-dimensional; 2D: Two-dimensional; VR: virtual reality.

Keywords: Covid-19; Google Cardboard; VR 180; Virtual reality; medical education.

Figure 1.

Overview of the available VR cameras. As consumer products both 2D 360° cameras and 3D 180° cameras are sold. 3D 360° cameras are sold for the professional market. For this project we chose a 3D 180° camera as the best feature price compromise.

Figure 2.

A 180° 3D camera worn on a head strap for video recording.

Figure 3.

Screenshot of one of the recorded videos on the YouTube platform, viewed in 2D on a computer. The video was published as private, so only invited guests can watch it. The perspective can be changed by dragging the mouse or by clicking on the arrows in the top left part of the video.

Figure 4.

Three different Google Cardboard viewers: (from left to right) Homido V2, Homido mini, and Google Cardboard 2015.