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Virtual reality (VR) has been introduced as an innovative approach for clinical medical education. This study compares VR-based instruction with traditional lecture methods for improving knowledge retention, clinical reasoning, and learning motivation among senior respiratory therapy students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparison-between-virtual-reality-and-traditional-lecture-methods-in-educating-respiratory-therapy-on-pediatric-airway-diseases/436044/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparison-between-virtual-reality-and-traditional-lecture-methods-in-educating-respiratory-therapy-on-pediatric-airway-diseases/436044.png","ImageObject",300,407,{"name":92,"@type":93},"Aria","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-30","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in pediatric airway disease education?","Question",{"text":112,"@type":113},"Pediatric airway diseases involve smaller, more dynamic airway structures, making recognition and management challenging and requiring accurate training to prevent serious obstructions and long-term complications.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was VR education compared with traditional lectures in the study?",{"text":117,"@type":113},"Students were randomly assigned to VR or non-VR groups, with VR using Samsung Gear VR headsets for pediatric airway conditions and both groups assessed via theoretical exams, OSCE, and the IMMS motivation survey.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings comparing VR and non-VR groups?",{"text":121,"@type":113},"Pretest scores were similar, but the VR group scored significantly higher on OSCE results and showed greater learning motivation and satisfaction in IMMS, while immediate theoretical exam scores showed no notable difference.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},436044,1790742291,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336464648322,"https://ap-avatar.wpscdn.com/avatar/2200025388227c56fec?_k=1778556882303663488","J Chin MedAssoc  \nOriginal article  \nComparison between virtual reality and traditional lecture methods in educating respiratory therapy on pediatric airway diseases  \nWen-Jing Hsua,b, Yi-Hsuan Tangb,c,d, Wei-Chih Chena,b, Yu-Sheng Leeb,c,d, Pei-Chen Tsaob,c,d, Wei-Yu Chenb,c,d, Ying-Ying Yange, Hsin-Kuo Koa,b, Sheng-Wei Pana, Yu-Fen Tinga, Shih-Hsing Yangf, Mei-Jy Jengb,c,d,*  \naDepartment of Chest Medicine, Taipei Veterans General Hospital, Taipei, Taiwan, ROC; bInstitute of Emergency and Critical Care Medicine, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC; cDepartment of Pediatrics and Neonatal Medical Care Center, Taipei Veterans General Hospital, Taipei, Taiwan, ROC; dDepartment of Pediatrics, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC; eDepartment of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan, ROC; fDepartment of Respiratory Therapy, Fu Jen Catholic University, Taipei, Taiwan, ROC  \nAbstract  \nBackground: Pediatric airway diseases are associated with complex challenges because of smaller and more dynamic airway structures in children. These conditions, should be immediately and precisely recognized to prevent life-threatening obstructionsand long-term respiratory complications. Recently, virtual reality (VR) has emerged as an innovative approach to clinical medical education. To evaluate and compare the effectiveness of VR-based education and traditional lectures in enhancing knowledge retention, clinical reasoning, and motivation among senior respiratory therapy students.  \nMethods: This study was conducted between November 2020 and September 2022, involving 54 students from a School of Respiratory Therapy, with 43 completing a pretest and undergoing random assignment into either a VR or a traditional education (non-VR) group. Samsung Gear VR Oculus headsets were used by the VR group for instructions on conditions such as laryngeal malacia, subglottic stenosis, and tracheomalacia. Theoretical exams, objective structured clinical examinations (OSCE), and instructional material motivation survey (IMMS) were used to evaluate participants’ knowledge retention, clinical reasoning, and application capabilities, followed by a statistical analysis comparing both study groups.  \nResults: No significant differences in pretest scores were observed between the two groups. However, the VR group outperformed the non-VR group in OSCE scores significantly (15 ± 3 vs 10 ± 3, p = 0 .003) and demonstrated greater learning motivation and satisfaction based on IMMS scores. No notable difference in immediate posteducation theoretical examination scores was observed between the groups.  \nConclusion: VR can effectively serve as a supplemental educational tool in clinical training programs for pediatric airway disease. To optimize its implementation in medical educational settings, further research with larger cohorts and longer follow-up periods is needed.  \nKeywords: Children; Medical education; Virtual reality  \n[www.ejcma.org](www.ejcma.org) 205  \n\u003Cz10.1097/JCMA.0000000000001200>  \nHsu et al. J Chin MedAssoc  \n1. INTRODUCTION  \nThe airway management for children, particularly neonates and infants, is complicated because they possess distinct anatomical features such as a proportionally larger head, shorter neck, larger tongue, and higher larynx. These anatomical differences should be mastered to avoid management complications.1–3 Effective management of pediatric airway disorders not only mitigates immediate health risks but also influences long-term health and quality of life, affecting their growth, development, and daily activities.4,5 Training that focused on pediatric airway management, involving pediatric-specific airway equipment and adapted techniques, prepares students for clinical practice. Early training establishes a foundation of critical skills that can positively affect children with difficult airways.  \nMedical and respirat","cbCaiqynRmHjDHNc","https://ap.wps.com/l/cbCaiqynRmHjDHNc","pdf",760394,"English","# Abstract\n## Background\n## Methods\n## Results\n## Conclusion\n# Introduction","[{\"question\":\"What problem does the study address in pediatric airway disease education?\",\"answer\":\"Pediatric airway diseases involve smaller, more dynamic airway structures, making recognition and management challenging and requiring accurate training to prevent serious obstructions and long-term complications.\"},{\"question\":\"How was VR education compared with traditional lectures in the study?\",\"answer\":\"Students were randomly assigned to VR or non-VR groups, with VR using Samsung Gear VR headsets for pediatric airway conditions and both groups assessed via theoretical exams, OSCE, and the IMMS motivation survey.\"},{\"question\":\"What were the key findings comparing VR and non-VR groups?\",\"answer\":\"Pretest scores were similar, but the VR group scored significantly higher on OSCE results and showed greater learning motivation and satisfaction in IMMS, while immediate theoretical exam scores showed no notable difference.\"}]","Comparison between virtual reality and traditional lecture methods in educating respiratory therapy on pediatric airway diseases | PDF",1790676548,15]