Over recent years, the world of Virtual Reality (VR) has started to gain traction, whether that be through games, experiences, or in this case, simulations and teaching. As a designer, I have personally kept this world, as I have recognised it through the popularity of Virtual Reality art experiences, at an arms-length. However, attending the Introduction to Medical VR Simulation part of the Norwich Science Festival made me see the bleed between science and the arts, having last heard about STEM, rather than STEAM – and how the two can aid each other, specifically through the technology of Oculus Headsets.
Starting with a presentation on simulations through history, we were reminded that this wasn’t just about VR headsets, but includes decades of machines, and prototypes used to help people learn to drive or fly a plane, resuscitation dummies, learn to perform surgeries, and so much more. We learnt about how VR is useful for medical students to gain confidence in what they are doing and be able to learn and practice their theory without having to practice on living patients, touching on medical ethics and how medical students have trained to become doctors through history.
So, our small group was intrigued, and it was time to give it a go. We were set up on a headset each, and started out with an ‘easy’ simulation, as if deciding what level of a game to play. Inside the headset, I was faced with a patient’s case notes, a patient, and a voice telling me what to do. In this scenario I had to examine the patient, and record their vitals including pulse and blood pressure, before giving them the medication the voice in the simulation had decided was best for them.
The interface felt intuitive, and the graphics slightly unsettling, yet effective. I found myself immersed in this hospital room with the patient’s eyes following my every move. It all went by just too quickly, and finishing early, I had the chance to go into another simulation, and see what it’s like to put on PPE to see a COVID patient in a hospital ward, and safely take it off and dispose of it.
Even after these two experiences, I would have liked to see something slightly more challenging with it feeling almost like a game. The gamification of the experience potentially dangerous, instilling a false sense of confidence when used by students, though engrossing, and a new experience altogether when used casually for personal interest. Overall, when used in combination with specialist knowledge, and intention, I can see how the use of Medical Virtual Reality could be an extremely useful tool. One could say that this tool could not be possible, nor as effective without the arts and the creation of accurate digital prototypes used to practice and gain experience to transfer more safely onto living patients.
Coming into the workshop with no prior medical experience, my last gained knowledge being from GCSE Biology lessons that feel like years ago, it was interesting to hear about the use of VR in teaching and training, seeing what it looks like, and giving it a go. The workshop was insightful and made me curious about all things science once again. Thank you to the Norwich Science Festival and the UEA Team for making this possible.
Written by YNAC Member Nat Dalkiewicz
YNA COLLECTIVE 