# The Use of Virtual Reality in Training Parameters for a Mass Casualty Incident
## 2 Related Work
Since only life-saving operations are performed (airway clearance, stopping massive bleeding), even the thirtieth wounded person with massive bleeding, for example, has a chance of life. Paramedics examine the patient regarding vital parameters, namely walking ability, lethality of injury, respiratory rate, peripheral pulse, blood-bleeding spurt, and consciousness. One of the rules of triage is the equality of the different age categories. A child does not take precedence over an adult. However, there is a JumpSTART method that considers the age of the child. The change is observed mainly in breathing [17]. Virtual reality may be a feasible alternative for training emergency medical service personnel in triage during mass casualty incidents. Virtual reality provides flexible, consistent, on-demand training options while using a stable and repeatable platform that is essential for developing assessment protocols and performance standards [18]. The virtual reality environment offers several advantages over traditional methods based on the use of paper, phantom simulation or real field exercises and mass casualty assessments [19]. For example, [PERSON] et al. [20] measured novice students' acquisition of triage skills after being exposed to three consecutive scenarios with five simulated patients in a virtual reality environment. The hypothesis predicted that students would improve in speed, accuracy, and self-sufficiency. Novice learners were shown to have better triage and intervention performance, speed, and self-efficacy during repeated, fully immersive virtual reality triage. For future comparisons, it is intended to repeat a similar experiment and compare the results with those of professional paramedics working in the field. Virtual reality as a technology allows users to explore and manipulate computer-generated real or artificial 3D multimedia sensory environments in real time. Using this technology, it is possible to provide active first-person learning through different levels of immersion, i.e., perceiving the digital world as real, combined with the possibility of interacting with objects or performing a series of actions in this digital environment [21; 22; 23; 24]. The use of simulation games for regulated health professions [9] appears to be a suitable substitute for refresher training, as well as a possible part of the adaptation process or readaptation process in case of return after a long absence from the workplace due to specific reasons such as parental leave, long-term illness, etc. Using the technology, it is possible to simulate virtually any situation without significant safety and financial risks. Situational games focus on identifying and solving real-life professional problems that present specific, difficult phenomena that require committed effort and decision making. They are used in adult education to learn the skills of making good decisions in complex cases and unusual situations and to establish the desired course of action in these situations [3]. Thus, the essence of the method is to solve problems that reflect real-world realities. The main advantages are the focus on practice, the emphasis on concreteness and training in decision making [25; 26; 27]. At the same time, virtual reality offers a cost-attractive way to train medical staff, quite specifically in terms of the project and the study of paramedics, although it should be noted that good practice in this area can be transferred to other medical disciplines, considering the needs. Educational programs designed to train paramedics have a variety of simulation resources available and can access them. However, the use of virtual reality in the educational training environment of future paramedics is rather sparse. Virtual reality is generally used for teaching anatomy (virtual dissection table, exer-gaming approach, etc.).