Virtual Reality Technologies in Medical Education
Main Article Content
Abstract
This article presents a comprehensive analysis of the application of virtual reality (VR) technologies in medical education, with a particular focus on obstetrics and gynecology. It examines the pedagogical rationale for introducing VR (constructivism, Kolb’s experiential learning theory, cognitive load theory), modern technological platforms with varying levels of immersion, as well as the geography and practice of introducing VR technologies in leading medical universities in Russia and around the world. Particular attention is paid to specialized VR simulators for practicing obstetric care, emergency obstetric conditions (shoulder dystocia, postpartum hemorrhage), and minimally invasive gynecological interventions. The results of randomized controlled studies confirming the effectiveness of VR training in the formation of psychomotor skills, clinical thinking, and team interaction are presented. The main barriers to the implementation of VR are analyzed: financial, technical, personnel, as well as specific problems of cyber sickness and ethical challenges. Organizational approaches to expanding the use of VR are reviewed: models for the collective use of equipment, the development of verified educational content repositories, and integration with learning management systems. The potential for convergence of VR with artificial intelligence (AI) to create adaptive, personalized educational environments is substantiated.
Article Details
References
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