VR Doctor Training Simulation
- Ms Eiblin O'Riordan, Dublin Institute of Technology
- Mr. William Hulshof, Technological University Dublin
- Mr. Rhys Hennessy, Technological University Dublin
- Mr. Conor Tapley, Technological University Dublin
- Mr. Keith Connors, Technological University Dublin
- Mr. Andrew Cotter, Technological University Dublin
Game Title: iGel LMA Training Simulator
Target Audience: Medical students, Doctors and Paramedics
Language/Platform used for development: English / Oculus (specifically developed for Oculus Quest)
Relevance to the conference:
This game was created by 3rd year game design students in Technological University Dublin for our client, Dr. Zachery Tan in St.Luke’s hospital in Kilkenny. We were tasked with creating a Virtual Reality game that teaches doctors, medical students and paramedics how to correctly insert an iGel Laryngeal Mask Airway (LMA). An LMA is a medical device that keeps patients’ airway open during anesthesia or unconsciousness and is a very important piece of medical equipment. Our project has been chosen as one of the best student projects in the school of media in TU Dublin this year.
Key Objectives for the game:
Our client Dr.Tan was of the opinion that the current method of teaching this procedure was inadequate and that Virtual Reality would be a much better way of teaching this procedure. Currently the procedure is taught on “life-like” mannequins which are very expensive, are not life-like and are in short supply. Before development, of our game we did extensive research into the LMA procedure and into Virtual Reality learning. From our research we found that most complications with this procedure, and many medical procedures, was due to lack of confidence. We also learned that 1-5% of LMA insertions result in complications and that this percentage decreases with increased experience (A. Teheeri (2009)). According to a study done in the university of Maryland (Rogers. S (2019)) there is an increase of 8.8% recall accuracy using VR headsets as a method of learning. From this research we hoped to create a more realistic learning environment for the player to increase confidence and therefore reduce complications.
What we have developed so far is a prototype. The game goes through the 8 steps of the procedure slowly walking the player through each step and allowing the player to insert the LMA into a patient. The game allows the player the freedom to take their time and get accustomed to the equipment at their own pace. We also have two different quizzes for the player. One quiz asks the player to arrange pictures of the steps in the correct order. The other quiz asks the player questions about the procedure and gives a score at the end.
Upon further development, we would like to add a realistic scenario that lets the player play through an emergency scenario as well as a pre-surgery scenario giving the player a score at the end to let them know how they have done. The score will depend on the speed they completed the procedure, the accuracy of the placement and the position of the placement of the LMA. If the player takes too long or misplaces the LMA the player will need to reventilate the patient and start again, which mimics real life.
This will enable the player to play through scenarios that they would face in the real world as well as allow them to practice the procedure in their spare time. We have tested the game on 3rd year post-grad medical students in UCD and on paramedic students and qualified paramedics in the National Ambulance Centre in Tallaght and have received great feedback. The students in UCD had never practiced the procedure before and they found the game really engaging and helpful as a learning tool. The paramedics had practiced the procedure previously to playing our game. They thought that it would be a great practice tool as they have a limited supply of their mannequins.
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