The combination of wearable head-mounted displays for VR with an interactive and cost-effective haptic driving interface is emphasized as a valid and viable platform for a driving skills psychological assessment, which is in several aspects superior to standard TPE as well as driving simulators. In the present theoretical paper, the current body of knowledge regarding the use of wearable virtual reality (VR) technologies for traffic psychological examination (TPE) is introduced, critically discussed and a specific application is suggested. Rather, it can be a complement to traditional teaching that can increase accessibility. Hence, VR should not replace traditional ways of teaching scientific procedures. Across both studies, all students experienced an increase in self-efficacy from prior to after the intervention, although the students taught by the real-life instructor experienced the largest increases in Study II. However, comparisons between the two groups showed that the students who received virtual training made more errors, experienced more extraneous cognitive load, and learned less compared to the students who were taught by the real-life instructor. The results indicated that performance in VR can predict performance on a real-life transfer test. Study II focused on transfer of skills learned in VR to real-life with the addition of a control group who were taught by a real-life instructor. We found no significant differences between the conditions, that is, it did not seem to make a difference whether the pedagogical agent was present or not, or if it demonstrated the procedure or not. Study I focused on the instructional design of VR by comparing the effects of different pedagogical agents on acquiring pipetting skills. Despite the drawbacks of simulation, there are also many advantages, which are expanding rapidly as the technology evolves.Ĭan a virtual reality (VR) simulation promote acquisition of scientific skills with real-life practicability? In order to answer this question, we conducted (I) an online study (N = 126) and (II) a field study at a high school (N = 47). Despite being in its infancy, ultrasound simulation already offers a wide range of training opportunities and likely holds the key to a broader point of care ultrasound education for medical students, practicing doctors, and other health care professionals. Requirements for successful ultrasound simulation acceptance into educational structures are explored. The paper discusses the role of ultrasound simulation in ultrasound clinical training, referencing established literature. It describes different simulator types, including low and high-fidelity simulators, the requirements and technical aspects of simulators, followed by the clinical applications of ultrasound simulation. The World Federation for Ultrasound in Medicine and Biology (WFUMB) state of the art paper on the use of simulators in ultrasound education introduces ultrasound simulation, its advantages and challenges. Simulation has been shown to improve clinical learning outcomes, speed up the learning process and improve learner confidence, whilst initially taking pressure off busy clinical lists.
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