Currently, the use of immersive technologies has become a powerful driving force for changes in learning and teaching methods in many leading educational institutions of the world [1, p. 1]. From a modern point of view, it is the incessant computerization, the involvement of the latest information and communication technologies as well as the active application of innovations in the educational process that definitely become the fundamental factors of the competitive advantages of an educational institution, therefore, a kind of integral indicators of its competitiveness in the world educational space [2, p. 2].
It should be noted that immersive technologies are modern technologies of visual, audio and partially tactile immersion of the participant in an alternative space, which is created using 3D graphics [3, p. 4]. Today, virtual educational simulators, augmented reality software applications can be very successfully and effectively used in the educational process of medical university students during practical/seminar classes when mastering practical skills and to prepare for the objective structured clinical exam (OSCE) as well as 360-degree video (immersive video).
Thus, with the help of virtual reality, with the use of 360° images, the program creates, for example, a clinical case in the intensive care ward where the participant can bring to automatism the algorithm of actions of a medical worker in accordance with professional competencies [4, p. 5]. Augmented reality technologies demonstrate 3D objects in real time, combining the virtual environment with the real one [5, p. 2]. It is possible to learn with the involvement of augmented reality using only a smartphone but a special helmet or glasses are required to immerse you in the virtual space.
360-degree video or immersive video is a panoramic image with varying degrees of interactivity, while the reproduction of visual and audiovisual material allows the viewer to move and feel present in this reality [6, p. 2]. Viewing can be done using a personal computer, a mobile device or a special display on a virtual reality helmet.
According to many experts, the main advantages of immersive learning are first of all visualization, as well as concentration, involvement and high productivity [7, p. 24].
Visualization is the most important advantage of immersive technologies, which allow you to present any subject, phenomenon/process, sequence of actions in maximum detail, which is especially important when studying anatomy, general physiology and pathological physiology, and clinical disciplines in medical universities.
Concentration is the next very important component of the learning success. One cannot help but agree with researchers who claim that misunderstanding of educational material most often occurs not due to the lack of certain abilities, weak intelligence or forgetfulness, but rather due to insufficient attention. In addition, the learning process is not always exciting and relaxed. The use of immersive methods involves the sequential, step-by-step performance of certain tasks, which, firstly, makes it impossible for the student to be distracted by other activities of minor importance during the class, and, secondly, forms the necessary level of concentration in him and, what is extremely important, feeling of conscious achievement of the goal set.
Involvement. The syllabus using virtual reality gives a chance to involve all students in the group simultaneously in the process of analyzing and solving a task of any complexity and direction, which is also a certain motivating factor for the formation of the appropriate level of communicative competence in future doctors, the development of clinical thinking and research skills.
Therefore, such a modernization of the educational process will certainly lead to an increase in motivation to study, productivity and can become a platform for further professional formation and growth of both medical education students and university teachers.
Possibilities of using immersive technologies in the educational process of students of medical universities at clinical departments are presented in the Table 1.
Table 1
Possibilities of using immersive technologies in clinical departments of medical universities
It should be noted that today one of the world leaders in the development of virtual educational simulators, virtual laboratories and interactive science is the “Labster” platform, thanks to which more than 5 million students are already successfully studying [8, p. 2]. The Ministry of Education and Science of Ukraine and Labster have been actively cooperating since 2022. At present, several Ukrainian higher education institutions have already signed up to the Labster offer and are successfully implementing Labster within their educational courses.
Therefore, for the formation of professional competencies of future doctors, it is advisable to widely involve such modern teaching methods as immersive technologies, which have many promising advantages. In our opinion, changes in the pedagogical paradigm, approaches to teaching educational material will allow to raise the level of students by maximum disclosure of their individual abilities, talents and intelligence.
References:
1. Zeynep Turan, Sinem Cilligol Karabey. The use of immersive technologies in distance education: A systematic review. Educ Inf Technol (Dordr) 2023 May 5 : 1–24. doi: 10.1007/s10639-023-11849-8 PMCID: PMC10160721
2. Monireh Toosi, Maryam Modarres, Mitra Amini, Mehrnaz Geranmayeh. Context, Input, Process, and Product Evaluation Model in medical education: A systematic review. J Educ Health Promot. 2021; 10(1): 199. Published online 2021 May 31. doi: 10.4103/jehp.jehp_1115_20 PMCID: PMC8249974
3. Kitson A, Prpa M, Riecke BE. Immersive Interactive Technologies for Positive Change: A Scoping Review and Design Considerations. Front Psychol. 2018 Aug 3;9:1354. doi: 10.3389/fpsyg.2018.01354. PMID: 30123161; PMCID: PMC6085587.
4. Zhang N, Qi T, Zhao Y. Real-Time Learning and Recognition of Assembly Activities Based on Virtual Reality Demonstration. Sensors (Basel). 2021 Sep 16;21(18):6201. doi: 10.3390/s21186201. PMID: 34577409; PMCID: PMC8472799.
5. Syed TA, Siddiqui MS, Abdullah HB, Jan S, Namoun A, Alzahrani A, Nadeem A, Alkhodre AB. In-Depth Review of Augmented Reality: Tracking Technologies, Development Tools, AR Displays, Collaborative AR, and Security Concerns. Sensors (Basel). 2022 Dec 23;23(1):146. doi: 10.3390/s23010146. PMID: 36616745; PMCID: PMC9824627.
6. Carolyn Blair, Colm Walsh, Paul Best. Immersive 360° videos in health and social care education: a scoping review. BMC Med Educ. 2021; 21: 590. Published online 2021 Nov 24. doi: 10.1186/s12909-021-03013-y PMCID: PMC8611631
7. Hamilton D, McKechnie J, Edgerton E, Wilson C. Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. J Comput Educ. 2021;8(1):1–32
8. Tripepi M. Microbiology Laboratory Simulations: From a Last-Minute Resource during the Covid-19 Pandemic to a Valuable Learning Tool to Retain-A Semester Microbiology Laboratory Curriculum That Uses Labster as Prelaboratory Activity. J Microbiol Biol Educ. 2022 Apr 7;23(1):e00269-21. doi: 10.1128/jmbe.00269-21. PMID: 35496684; PMCID: PMC9053027.
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