![]() A 2019 study by Oxford University’s Simulation, Teaching and Research Centre, where the OMS software is used, found that they were equal to or outperformed classic teaching methods. “You have the sound of anaesthesia machines behind you, you have the pulse of the patient beeping in the background – it’s familiar down to every last detail,” says Michael Seem, a resident surgeon at Wake Forest Baptist Health, a teaching hospital in North Carolina.Īs well as being cheaper and more accessible, there’s evidence that VR scenarios are effective teaching tools. With the Osso VR software surgeons can pull on an Oculus Quest headsetand enter a virtual operating room that has been painstakingly rendered by a team of seven medical illustrators (including an art director who previously worked on Star Wars films). In the past Barad says he’s scrubbed out of the operating room and quickly Googled a procedure or watched instructions on YouTube to keep up. As medical schools pause clinical training, OMS has reported an increase in demand for its technology.Īccording to Justin Barad, an orthopaedic surgeon and the founder of Osso VR, the technology can also benefit qualified surgeons, who are increasingly expected to master an ever-lengthening list of procedures. VR is also helping medical students practise skills without risking exposure to the coronavirus pandemic. As a result, “it reduces surgical error and shortens the learning curve for trainees”. Trainees are able to prepare for procedures without the assistance of busy consultants giving them substantially longer to practise before they move on to a real patient. VR can compensate for stretched resources in the NHS, says Omar Sabri, a consultant surgeon in trauma and orthopaedics at St George’s Healthcare NHS Trust, who has also been trialling VR with trainees. With VR, huge groups of students can repeat scenarios again and again. They’re expensive to set up, complex and limited in how many students they can reach. But until VR, student doctors had to work with highly sophisticated mannequins or donated cadavers. The concept of learning via simulations isn’t new in medicine. “Virtual reality gives students access to a whole number of virtual patients in a way that doesn’t exist at the moment.” Virtual reality gives you clinical experience on demand.”Īccording to Sally Shiels, a medical education fellow at at the University of Oxford, trainee doctors currently must wait for the right patient to seek treatment at a teaching hospital and then consent to students learning from their case. “People are making mistakes the world over that impact patient’s lives when potentially they could have been taught in a better, more practical way. “What we learn in medical school doesn’t necessarily prepare you for the real world,” says OMS co-founder Jack Pottle, who is a former NHS doctor himself. It might sound like a tech gimmick but this software has the potential to improve medical training. Since it launched in 2017, OMS has built up a vast library of scenarios that let student doctors test their abilities on everything from sepsis to bladder infections, strokes, heart failure, or diabetic emergencies. The students can mimic anything a practicing doctor would do: they can take George’s medical history or check his temperature, listen to his chest by sliding the stethoscope’s metal diaphragm along his back as he leans forward in bed, or shine a flashlight down his anatomically accurate throat.
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