Background: We compared the educational effects of two training methods that have gained momentum: medical virtual reality (medi-VR) simulation and flipped learning.
Methods: Firefighters (n=128; 116 men and 12 women; mean age=28 years) in training from the Emergency Educational Simulation Center of Korea National Fire Service Academy, Gongju-si, Korea, were randomly assigned to two groups: medi-VR simulation and flipped learning in 2022. The participants were trained to perform cardiopulmonary resuscitation (CPR) using medi-VR simulation and the flipped learning methods. CPR self-efficacy, knowledge, performance, class immersion, and class satisfaction were compared between the groups. To analyze educational effects, paired and independent t-tests were performed.
Results: The post-education scores for CPR performance knowledge and CPR performance were significantly higher in the medi-VR simulation group compared to the flipped learning counterparts (P<0.001). Moreover, despite the lack of a significant difference between the groups, post-education scores for self-efficacy, class immersion, and class satisfaction showed a positive effect on learning.
Conclusion: Medi-VR simulation can be utilized as effective educational intervention, while providing a new direction for teaching methods.
Keywords: Cardiopulmonary resuscitation; Class immersion; Flipped learning; Self-efficacy; Virtual reality simulation.
Copyright © 2023 Kim et al. Published by Tehran University of Medical Sciences.