Virtual reality training for health-care professionals
Virtual reality training for health-care professionals
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DOI：
10.1089/109493103322278772
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发表时间：
2003-08-01
期刊：
影响因子：
--
通讯作者：
Riva, G
中科院分区：
文献类型：
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作者：
Mantovani, F;Castelnuovo, G;Riva, G
提供保健服务方面正在出现的变化对保健专业人员的教育结构产生了重大影响。今天，人们认识到，医学知识每6-8年翻一番，每天都有新的医疗程序出现。虽然医疗信息的半衰期很短，但医生的平均执业时间为30年，护士的平均执业时间为40年。因此，继续教育是一项重要的挑战。教育技术的最新进展提供了越来越多的创新学习工具。其中，虚拟现实代表了一个有前途的领域，具有加强卫生保健专业人员培训的巨大潜力。虚拟现实培训可以提供丰富的，互动的，引人入胜的教育环境，从而支持体验式的边做边学;事实上，它可以有助于提高学员的兴趣和动机，并有效地支持技能的获取和转移，因为学习过程可以在体验式框架内解决。目前用于保健的虚拟培训应用在技术/多媒体复杂性和培训技能类型方面有很大不同，例如从外科手术应用到人体和大脑的交互式模拟，再到紧急培训的虚拟世界。其他有趣的应用包括开发沉浸式3D环境，用于培训精神病医生和心理学家治疗精神疾病。本文的主要目的是讨论在医疗保健教育和培训中使用虚拟现实的基本原理和主要好处。还将介绍在这一领域开展的重要研究和项目，然后讨论有关当前限制和未来发展方向的关键问题。
Emerging changes in health-care delivery are having a significant impact on the structure of health-care professionals' education. Today it is recognized that medical knowledge doubles every 6-8 years, with new medical procedures emerging everyday. While the half-life of medical information is so short, the average physician practices 30 years and the average nurse 40 years. Continuing education thus represents an important challenge to face. Recent advances in educational technology are offering an increasing number of innovative learning tools. Among these, Virtual Reality represents a promising area with high potential of enhancing the training of health-care professionals. Virtual Reality Training can provide a rich, interactive, engaging educational context, thus supporting experiential learning-by-doing; it can, in fact, contribute to raise interest and motivation in trainees and to effectively support skills acquisition and transfer, since the learning process can be settled within an experiential framework. Current virtual training applications for health-care differ a lot as to both their technological/multimedia sophistication and to the types of skills trained, varying for example from telesurgical applications to interactive simulations of human body and brain, to virtual worlds for emergency training. Other interesting applications include the development of immersive 3D environments for training psychiatrists and psychologists in the treatment of mental disorders. This paper has the main aim of discussing the rationale and main benefits for the use of virtual reality in health-care education and training. Significant research and projects carried out in this field will also be presented, followed by discussion on key issues concerning current limitations and future development directions.