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G627(P) Is virtual resus training the future? Can 360 degree ‘immersive video’ engage paediatric trainees safely in life support training? – A project as part of the south west return to paediatric training course (SWRPT)
  1. T Mason
  1. Paediatrics, Royal Devon and Exeter, Exeter, UK


When planning a Return to Paediatric Training course we were unable to include a simulation of Neonatal life support (NLS) or Advanced Paediatric Life support (APLS) because of time pressures. However, we knew these are situations trainees commonly worry about.

Immersive video is increasingly being used within medical education, although not commonly for Paediatrics. We thought this may be a method of efficiently and safely helping trainees recap their resuscitation training. This project’s aim was to ascertain whether the immersive experience engaged trainees safely and if they found it helpful for medical and non-technical skill (NTS) learning.

Methods We ran 2 unscripted simulations (NLS/APLS) in situ and filmed them using a 360 camera, with a local Virtual Reality healthcare team. Scenario links were sent to candidates via email:

APLS Simulation:

NLS Simulation:

Candidates were asked to view the scenarios, then complete an online questionnaire with questions asking, ‘how watching it felt’, about preparedness for future resuscitations, NTS recognition, communication and teamworking (using free text and rating scales).

Results We received 9 responses for APLS and 9 responses for NLS. To some it felt ‘stressful’, ‘uncomfortable’, ‘but the sights and sounds of the room meant everything soon felt familiar’. For others it ‘inspired them’ or put them back in ‘the zone’. All respondents said that the scenarios felt ‘real’, 16/18 felt that the immersive element engaged them with the scenario. 15/18 felt that this engaged them more than a book, lecture or standard video.

Asked if it would help them feel more prepared for their next resus 8/9 gave a positive response for NLS, 6/9 for APLS. 5/9 said it helped them visualise APLS algorithm, 7/9 for the NLS scenario.

16/18 felt the videos helped them visualise NTS in action. Both prompted inciteful discussion of teamworking and communication.

Conclusion Immersive video engaged Paediatric trainees and helped them feel more prepared for future resuscitation scenarios. This project highlighted some of the difficult emotions that may be uncovered, and the possible need for debrief after watching. It has potential to engage large audiences and elicit similar learning points to simulation.

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