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E1591. Creating Immersive Virtual Reality Videos to Enhance Learning Experiences in Radiology Education
Authors
  1. Khalid Shaqdan; Virginia Commonwealth University Medical Center
  2. Nicole Markwith; Virginia Commonwealth University Medical Center
  3. Mauricio Jimenez; Virginia Commonwealth University Medical Center
  4. Josephina Vossen; Virginia Commonwealth University Medical Center
  5. Peter Haar; Virginia Commonwealth University Medical Center
Background
Virtual reality (VR) video is a panoramic stereoscopic video format that is viewed with a head-mounted display to provide an immersive three-dimensional experience. Recent developments in hardware and software have simplified the process of filming, editing, and displaying these videos to create unique radiology learning experiences. VR video can provide several advantages over other common education strategies. Like two-dimensional videos, VR video can be replayed on-demand as many times as necessary for a learner to achieve full comprehension, at an individualized pace. VR video, though, can also present spatial relationships in a vivid and immersive environment, isolated from distractions. Like simulation-based learning, VR video can present lifelike scenarios that test knowledge-in-action and foster experiential learning, without putting patients at risk. VR instructional videos, however, eliminate the need for repeated use of simulators or mannequins, and the ongoing need for trained technologists and instructors with every learning experience. Additionally, while VR video can provide a recorded facsimile of in-person instruction, it also allows social distancing from the instructor. Instructional VR videos have been used in several medical centers for curricula including the following: performing interventional radiology procedures, depicting anatomical relationships, simulating treatment of patients in the emergency room, and simulating reactions to contrast material. However, additional experience and research will be necessary to fully understand the value of this technology in radiology education. The purpose of this exhibit is to describe a workflow to film, edit, and display VR video to enhance education in radiology.

Educational Goals / Teaching Points
The teaching points of this exhibit include the following: first, to provide an overview of VR and VR video; second, to describe a workflow to create effective VR video training experiences; and third, to explore potential advantages and disadvantages of VR video compared to traditional methods of instruction.

Key Anatomic/Physiologic Issues and Imaging Findings/Techniques
Provide an overview of the vivid, three-dimensional simulated environment of VR video. Describe the advantages and limitations of first-person perspective VR video. Examine the equipment and resources necessary to develop VR video training experiences. Explore the process of designing the learning experience, including script planning, room and camera set-up, and patient issues. Explain methods of editing, post-processing, and augmenting captured VR footage. Discuss potential benefits of VR video in designing learning experiences for radiology trainees.

Conclusion
The unique features of VR video could provide several advantages over other instruction strategies. Technological advances have lowered the barriers of specialized equipment and technical expertise necessary to create VR video. Additional experience and research will be necessary to assess the most effective uses of VR video in radiology education.