Training the public health emergency response workforce: a mixed-methods approach to evaluating the virtual reality modality

Abstract

Objectives: To produce and evaluate a novel virtual reality (VR) training for public health emergency responders.

Design: Following a VR training designed to test key public health emergency responder competencies, a prospective cohort of participants completed surveys rating self-assessed skill levels and perceptions of training methods.

Setting: The VR training sessions were administered in a quiet room at the US Centers for Disease Control and Prevention (CDC), Atlanta, Georgia.

Participants: All participants volunteered from a list of CDC emergency international surge responders.

Outcome measures: Perceived impact of the training on responder skills was self-reported via a Likert 5-point scale questionnaire. Assessments were modelled according to the Expanded Technology Acceptance Model measuring participant perceived usefulness of and intention to use the new technology. Inductive coding of qualitative feedback resulted in the identification of central themes.

Results: From November 2019 to January 2020, 61 participants were enrolled. Most (98%) participants self-rated above neutral for all skills (mean 4.3; range 1.21-5.00). Regression modelling showed that the perceived ease of use of the VR and ability to produce demonstrable results as likely drivers of further use. Participants agreed that others would benefit from the training (97%), it was representative of actual response scenarios (72%) and they would use lessons learnt in the field (71%). Open-response feedback highlighted feeling being immersed in the training and its utility for public health responders.

Conclusions: At a time when a trained emergency public health workforce is a critical need, VR may be an option for addressing this gap. Participants' impressions and feedback, in the setting of their high skill level and experience, highlighted the utility and benefit of using VR to deliver training. Further research is needed to determine skill acquisition through VR training among a pool of future responders with limited to no response experience.

Keywords: EDUCATION & TRAINING (see Medical Education & Training); EPIDEMIOLOGY; PUBLIC HEALTH.

Figure 1

Two screenshots of the virtual reality interface for decision-making used during the emergency public health training scenarios show what the training participant sees. Background setting was captured separate from filming with an actor and was produced for the virtual reality format by coauthors (Foundry 45). *The person depicted is not a patient and the screenshot was taken with the actor’s knowledge and consent for publication.

Figure 2

Inductive and deductive codes with associated definitions and examples applied to participant feedback during qualitative analysis. TAM, Technology Assessment Model.

Figure 3

Graphic representation of the Extended Technology Acceptance Model (TAM2) used to predict user beliefs contributing to future use of a technology (adapted from model presented in Venkatesh and Davis20). VR, virtual reality.