Evaluation of the Effectiveness of Using Virtual Reality Glasses in Prehospital Intervention Training for Crush Syndrome

N/ANot Yet RecruitingNCT07361835

Ege University61 enrolled

Overview

This research is a randomized controlled study designed to develop and evaluate the effectiveness of a video-based virtual reality (VR) simulation for prehospital intervention training of crush syndrome for paramedic students. The study aims to examine the impact of VR simulation on knowledge levels, satisfaction, and sense of presence among second-year first and emergency aid students at Muğla Sıtkı Koçman University.

The study will be conducted with second-year students enrolled in the first and emergency aid program at Muğla Sıtkı Koçman University, Fethiye Health Services Vocational School. Participants will be assigned to experimental and control groups using simple randomization. The experimental group will receive training via virtual reality (VR) simulation, while the control group will receive traditional theoretical education. Knowledge levels, technology use, satisfaction, and sense of presence will be measured using various validated scales.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

NONE

Enrollment

Conditions

Rhabdomyolysis Virtual Reality Emergency Medical Services

Interventions

Virtual reality-based crush syndrome trainingDEVICE

A scenario-based three-dimensional virtual reality training program focusing on prehospital crush syndrome assessment and management.

Traditional theoretical lectureOTHER

Conventional theoretical classroom instruction on prehospital crush syndrome assessment and management.

Eligibility

Sex: ALLMin age: 18 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: Being a second-year student currently enrolled in the first and emergency aid program at Muğla Sıtkı Koçman University. Voluntarily providing written informed consent to participate in the study. Having basic technological literacy to use virtual reality equipment. Exclusion Criteria: First-year students who have not yet reached the relevant stage of the curriculum. Students who have previously participated in a similar virtual reality-based crush syndrome simulation. Students with medical conditions that may be aggravated by VR use (e.g., severe motion sickness, history of seizures). Refusal to participate voluntarily.

Outcomes

Primary Outcomes

Prehospital crush syndrome knowledge level

The knowledge level of participants is measured using the full 'prehospital crush syndrome knowledge level scale'. The scale consists of 32 items covering four sub-dimensions: general knowledge (12 items), treatment (9 items), transport (6 items), and advanced knowledge (5 items). Each correct answer is scored as 1 point, while incorrect or 'no idea' answers are scored as 0. The total score ranges from a minimum of 0 to a maximum of 32. A higher total score indicates a better understanding and a higher knowledge level of prehospital crush syndrome management.

Time frame: Baseline (pre-test) and immediately after the training session (post-test).

Secondary Outcomes

Educational satisfaction level

Participant satisfaction with the educational method (virtual reality or theoretical lecture) is measured using the 'education method satisfaction form'. This is a single-item numeric rating scale ranging from a minimum of 0 to a maximum of 10. A score of '0' indicates that the participant is not at all satisfied with the teaching method, while higher scores indicate increasing levels of satisfaction, with a score of '10' representing full satisfaction. Higher scores mean a better outcome.

Time frame: Immediately after completion of the training intervention.

Sense of presence in virtual environment

The sense of presence in the virtual reality environment is measured using the 'presence questionnaire'. This scale assesses various dimensions such as involvement, sensory fidelity, and adaptation. Each item is scored on a 5-point likert scale, ranging from a minimum of 1 to a maximum of 5. For instance, a score of '1' indicates no presence or very poor quality, while a score of '5' indicates a high level of presence or complete naturalness. A higher total score indicates a greater sense of presence and a more immersive virtual reality experience.

Time frame: Immediately after completion of the virtual reality training session

Technology usage level

Participants' orientation and interest towards technology are measured using the 'technology usage scale'. This scale consists of 13 items scored on a 5-point likert scale (1 = strongly disagree to 5 = strongly agree). The total score ranges from a minimum of 13 to a maximum of 65. A higher total score indicates a higher level of technology integration, interest, and adaptation to technological innovations in daily life.

Time frame: Baseline (pre-test)

Attitude toward virtual reality in education

Participants' attitudes toward using virtual reality for learning and professional development are measured using the 'virtual reality attitude scale'. The scale consists of 9 items scored on a 5-point likert scale (1 = strongly disagree to 5 = strongly agree). The total score ranges from a minimum of 9 to a maximum of 45. A higher total score indicates a more positive attitude and higher perceived usefulness regarding the integration of virtual reality into educational processes

Time frame: Immediately after completion of the training session