Immersive distance simulation: Exploring the educational impact of stereoscopic extended reality (XR) video in remote learning environments

• Published in: Medical teacher Vol. 46; no. 9; pp. 1 - 1136
• Main Authors: Bailey, Shannon K T, Brannick, Michael T, Reiner, Colleen C, Rettig, Nicole, Dyer, Lauren M, Okuda, Yasuharu, Llerena, Luis E, McKenna, Ryan T
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis Ltd 01-09-2024
• Subjects: Computer Use; Distance Education; Emergency medical care; First year; Health care; Participant Characteristics; Personal computers; Simulation; Video conferencing; Video Technology; Video teleconferencing; Videoconferencing; stereoscopic; simulation; Distance; extended reality; videoconference
• ISSN: 0142-159X; 1466-187X; 1466-187X
• DOI: 10.1080/0142159X.2024.2314725

There is a growing need for healthcare simulation options when local expertise or resources are not available. To connect instructors with remote learners, current options for distance simulation are typically limited to videoconferencing on desktop computers or mobile devices, which may not fully capture the complexity of clinical scenarios.
Extended reality (XR) technology may provide a more immersive and realistic distance healthcare simulation experience compared to traditional videoconferencing options. Unlike computer- or phone-based video calls, stereoscopic video in XR provides a sense of depth that may increase spatial understanding and engagement in distance simulation.
We investigated the impact of XR for synchronous distance simulation compared to traditional desktop-based videoconferencing in Emergency Medicine (EM) resident training for an obstetrical emergency. A randomized controlled experiment was conducted with half of the residents using XR and half using computers to participate in the simulation.
There was an unanticipated interaction between postgraduate year and condition such that performance in the XR condition was superior for first year residents, while this was reversed for more experienced residents. This indicates that the benefits of XR might be dependent on participant characteristics, such as learner level.
We plan to extend this research to clarify characteristics of learners and tasks that are important determinants of differences in outcomes between stereoscopic XR versus traditional videoconference displays.