Volume 3, Issue 3 (2018)
IJMPP 2018, 3(3): 87-89 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Moradi N, Rahimifar P, Soltani M, Shaterzadeh-Yazdi M, Hosseini Bidokhti M. Oral Functional Assessment Training in Speech Therapy Students using Virtual Reality (VR). IJMPP 2018; 3 (3) :87-89
URL: http://ijmpp.modares.ac.ir/article-32-28913-en.html
URL: http://ijmpp.modares.ac.ir/article-32-28913-en.html
1- Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran , neginmoradist@gmail.com
2- Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
2- Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
Abstract: (5010 Views)
Aims: In this study we examined the use of Virtual Reality (VR) in oral organs assessment training in speech therapy students.
Method: The population of this study included 35 fifth term students of speech therapy in Jundishapur Medical Science University of Ahvaz. The first group was 18 students entering university in 1394 passed oral function assessment course through traditional training method. The second group was 17 students entering university in 1395 passed this course through traditional training method with Virtual Reality. 3D (Three-Dimensional) glasses and a monitor are the tools applied in Virtual Reality technique allowing the student to touch the oral organs and experience various oral functions recognition.
Findings: The first group was 20-22 years old (20.35±2.14) and the second group was 20-22 years old (20.18±3.06). The mean and standard deviation of the final score in students used Virtual Reality was 18.57±1.31 and for the students used traditional method were 14.35±2.15.Independent-T test showed a meaningful difference between the two groups (p<0.001).
Discussion: Using Virtual Reality in classroom resulted in an increase in students' scores.Hence taking into account the great importance of teaching method, its effect on the society and health organization, it is necessary for the education system to use a technology which increases teaching quality and creates more effective learning in students.
Method: The population of this study included 35 fifth term students of speech therapy in Jundishapur Medical Science University of Ahvaz. The first group was 18 students entering university in 1394 passed oral function assessment course through traditional training method. The second group was 17 students entering university in 1395 passed this course through traditional training method with Virtual Reality. 3D (Three-Dimensional) glasses and a monitor are the tools applied in Virtual Reality technique allowing the student to touch the oral organs and experience various oral functions recognition.
Findings: The first group was 20-22 years old (20.35±2.14) and the second group was 20-22 years old (20.18±3.06). The mean and standard deviation of the final score in students used Virtual Reality was 18.57±1.31 and for the students used traditional method were 14.35±2.15.
Discussion: Using Virtual Reality in classroom resulted in an increase in students' scores.
Article Type: Original Research |
Subject:
Physical Therapy and Rehabilitation
Received: 2018/06/26 | Accepted: 2018/07/1 | Published: 2018/09/22
Received: 2018/06/26 | Accepted: 2018/07/1 | Published: 2018/09/22
References
1. H F. Theoretical foundations of educational technology. 2008.
2. Gallagher AG, Cates CU. Virtual reality training for the operating room and cardiac catheterisation laboratory. Lancet. 2004;364(9444):1538-40. [DOI:10.1016/S0140-6736(04)17278-4]
3. Mc Coy L, Lewis JH, Dalton D. Gamification and multimedia for medical education: A landscape review. J Am Osteopath Assoc. 2016;116(1):22-34. [DOI:10.7556/jaoa.2016.003]
4. Ziv A, Wolpe PR, Small SD, Glick S. Simulation‐based medical education: An ethical imperative. Acad Med. 2003;78(8):783-8. [DOI:10.1097/00001888-200308000-00006]
5. Haller G, Myles PS, Taffé P, Perneger TV, Wu CL. Rate of undesirable events at beginning of academic year: Retrospective cohort study. BMJ. 2009;339:b3974. [DOI:10.1136/bmj.b3974]
6. Ruthenbeck GS, Reynolds KJ. Virtual reality for medical training: The state-of-the-art. J Simul. 2015;9(1):16-26. [DOI:10.1057/jos.2014.14]
7. Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79(10 Suppl):S70-81. [DOI:10.1097/00001888-200410001-00022]
8. Cooke M, Irby DM, Sullivan W, Ludmerer KM. American medical education 100 years after the Flexner report. N Engl J Med. 2006;355(13):1339-44. [DOI:10.1056/NEJMra055445]
9. Duffy TM, Jonassen DH, editors. Constructivism and the technology of instruction: A conversation: Hillsdale NJ: Routledge; 2013. [DOI:10.4324/9780203461976]
10. Piovesan SD, Passerino LM, Pereira AS. Virtual reality as a tool in the education. IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Oct 19-21, 2012, Madrid, Spain. Utrecht: IADIS; 2012.
11. Matijević V, Secić A, Masić V, Sunić M, Kolak Z, Znika M. Virtual reality in rehabilitation and therapy. Acta Clinica Croatica. 2013;52(4):453-7.
12. Al-Khalifah A, Mc Crindle R, Sharkey P, Alexandrov V. Using virtual reality for medical diagnosis, training and education. Int J Disabil Hum Dev. 2006;5(2):187-94. [DOI:10.1515/IJDHD.2006.5.2.187]
13. Al-Jibury O. Use of virtual reality in medical education - reality or deception?. Med Case Rep. 2017;3:1. [DOI:10.21767/2471-8041.100039]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |