Educational Problems
Conditions
Brief summary
The purpose of the study is to evaluate the impact of virtual reality (VR) model for pelvic floor anatomy on users' educational level and experience.
Detailed description
Virtual reality (VR) has gained significant attention as an educational tool in various fields, including science and health education. Its capacity to create immersive, interactive environments allows students to explore complex, three-dimensional structures, enhancing visualization and understanding of abstract or intricate concepts. VR can bridge gaps in traditional education by offering experiences that are otherwise challenging to replicate in conventional classroom settings, such as real-time manipulation of anatomical models. In health sciences, VR is particularly valuable for anatomy education. Studies have shown that VR's interactive and immersive nature fosters deeper comprehension, especially in understanding spatial relationships within anatomical structures. A VR model for pelvic floor anatomy could therefore serve as a powerful tool, allowing users to engage in a hands-on learning experience that enhances knowledge retention and user satisfaction. Research indicates that VR may improve educational outcomes not only through knowledge acquisition but also by stimulating students' motivation and positive attitudes toward learning. A recent study has found that VR helped students develop problem-solving and visualization skills, which are crucial for disciplines requiring spatial awareness, such as anatomy. However, while VR shows promise, questions remain about its effectiveness compared to traditional educational methods, especially in specialized fields like pelvic floor anatomy.
Interventions
OTHEREducational Virtual Reality Model
Participants will receive one session on educational virtual reality (VR) model for pelvic floor anatomy.
Sponsors
Cairo University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
19 Years to 45 Years
Healthy volunteers
Yes
Inclusion criteria
* Physical therapy undergraduate, graduate, and postgraduate students, as well as professionals. * Participants must be physically able to wear and interact with a VR headset
Exclusion criteria
* Lack of Anatomy Background. * Prior Extensive VR Experience in Anatomy. * Severe Motion Sickness or Visual Disorders.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| A self-structured questionnaire | 1 month | A self-structured questionnaire will serve as the primary data collection tool. The questionnaire is divided into eight sections, covering: * Demographics. * Pre-VR Knowledge Assessment. * User Experience with VR. * Effectiveness of Learning. * Knowledge Retention and Awareness. * Practical Application. * Perception of VR as a Learning Tool. * Open-Ended Feedback. The questionnaire will be administered after participants complete their VR session on pelvic floor anatomy. Responses will be collected electronically to facilitate ease of access and analysis. |
Countries
Egypt
Contacts
Primary ContactDoaa A. Osman, PhD
Backup ContactAmira Nagy, PhD
Outcome results
None listed