Comparing the Outcomes of Virtual Reality Based Serious Gaming and Lecture Based Training for Advanced Life Support

Study Overview
=================
Brief Summary
-----------------
The hypothesis of this study is to reveal whether virtual reality(VR) based Advanced Life Support(ALS) serious game module can replace classroom-based ALS lecture, which is part of existing ALS training protocol in addition to skills training.

Detailed Description
-----------------
The participants consisting of students from Acibadem Mehmet Ali Aydinlar University Vocational School for Anesthesiology (N=29) were randomly divided into two groups with 15 (Conventional training group) and 14 (VR based training group) participants each. The members of the conventional group had to complete pretest at the beginning of the study. Afterwards they had to take part at an interactive classroom based lecture about ALS. The next step was the skills training with task trainers in order to teach them compression skills. Afterwards, the conventional group was divided into three blue code teams consisting of each 5 participants for the simulation session. Two independent instructors evaluated the video recordings in terms of technical and nontechnical skills. The final stage of the study were completing the post-test. The members of VR group had a similar study flow but they had to play with the VR based ALS serious game module instead of the theoretical lecture during the study flow. A survey about preference of VR based trainings was conducted for the members of the VR group. Mann Whitney U Test and Wilcoxon Signed Ranks Test were used for statistical analysis of the two groups' performances in this study.

Official Title
-----------------
Comparing the Outcomes of Virtual Reality Based Serious Gaming and Lecture Based Training for Advanced Life Support Trainings: Randomized Control Trial

Conditions
-----------------
Advanced Cardiac Life Support

Intervention / Treatment
-----------------
* Other: ALS VR (VR based serious gaming module for advanced life support training)
* Other: Lecture based training for advanced life support


Participation Criteria
=================
Eligibility Criteria
-----------------
Inclusion Criteria: Having normal or corrected to normal vision No history of visually induced motion sickness Exclusion Criteria: Previously experienced VR-induced motion sickness Other medical conditions (Epilepsy, vertigo attacks)

Ages Eligible for Study
-----------------
Minimum Age: 20 Years
Maximum Age: 22 Years

Sexes Eligible for Study
-----------------
All

Accepts Healthy Volunteers
-----------------
Accepts Healthy Volunteers

Study Plan
=================
How is the study designed?
-----------------

Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: The members of the conventional group had to complete pretest at the beginning of the study. Afterwards they had to take part at an interactive classroom based lecture about ALS. The next step was the skills training with task trainers in order to teach them compression skills. Afterwards, the conventional group was divided into three blue code teams consisting of each 5 participants for the simulation session. Two independent instructors evaluated the video recordings in terms of technical and nontechnical skills. The final stage of the study were completing the post-test. The members of VR group had a similar study flow but they had to play with the VR based ALS serious game module instead of the theoretical lecture. A survey about preference of VR based trainings was conducted for the members of the VR group. Mann Whitney U Test and Wilcoxon Signed Ranks Test were used for statistical analysis of the two groups' performances in this study.
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Active Comparator: Conventional Training Group (15 Participants)<br>The members of the conventional group had to complete pretest at the beginning of the study. Afterwards they had to take part at an interactive classroom based lecture about Advanced Life Support. The next step was the skills training with task trainers in order to teach them compression skills. Afterwards, the conventional group was divided into three blue code teams consisting of each 5 participants for the simulation session. Two independent instructors evaluated the video recordings in terms of technical and nontechnical skills. The final stage of the study were completing the post-test. | Other: Lecture based training for advanced life support<br>* Taking part in a classical lecture about advanced life support.<br>|
| Active Comparator: VR Group (14 Participants)<br>The members of the VR group had to complete pretest at the beginning of the study. Afterwards they had to play with the VR based serious game module for Advanced Life Support. The next step was the skills training with task trainers in order to teach them compression skills. Afterwards, the conventional group was divided into three blue code teams consisting of each 5 participants for the simulation session. Two independent instructors evaluated the video recordings in terms of technical and nontechnical skills. The final stage of the study were completing the post-test. The aprticipants of this group were also asked to fill a survey about their VR experience during the study. | Other: ALS VR (VR based serious gaming module for advanced life support training)<br>* Using VR based serious gaming module for advanced life support training instead of taking part in a classical lecture about advanced life support.<br>|

What is the study measuring?
-----------------
Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Providing theoretical knowledge about Advanced Life Support Protocol by using VR based serious game module and classroom based theoretical lecture. | In the beginning of the study, the participants of the two groups (VR Group and Conventional Training Group) have answered the questions of the pretest. Afterwards, one group had VR based training and the other group had classroom based training. After completing the posttest at the end of the study, the pretest and posttest results were evaluated in order to compare the effectivity of VR based training and classroom based training. The maximum score that could be earned from the pretest and posttest 100. | 4 hours | 
| Potential of VR based training to replace classroom based lectures for advanced life support trainings. | Depending on the comparison of the pretest and posttest results, the participants, who were trained with VR based serious gaming module has similar results compared with the participants, who were trained with a classroom based lecture. The potential of VR based ALS trainings to replace classroom based lecture to provide ALS knowledge was investigated. | 4 hours | 

 Terms related to the study
=================
Keywords Provided by Centre Hospitalier Valida
-----------------
Advanced Cardiac Life Support, Virtual Reality, Serious Game