In the world of healthcare education, the development of innovative tools and technologies is shaping the way students acquire crucial skills. DTNET, a virtual reality (VR) training application, has emerged as a game-changer in this domain. Developed through a collaborative effort between the dedicated development team and partner institutions, DTNET offers an immersive and dynamic learning experience for aspiring healthcare professionals. In this article, we will delve into the comprehensive development process of DTNET, highlighting the key stages and features that make it a valuable tool for students.
Stage 1: Defining the Didactic Part and Determining Value:
The development journey of DTNET began with a close collaboration between the development team and partners. Together, we worked on defining the didactic aspects of the application and determining its value for students. Extensive research was conducted, analyzing various studies on the use of VR in education and examining experiences from different countries. Building upon this foundation, a comprehensive didactic methodology for VR implementation in the training course was developed. This ensured that DTNET aligns with educational objectives and enhances the learning experience for students.
Stage 2: Scenario Development:
One of the key components of DTNET is the creation of engaging and realistic scenarios. Working closely with experts from the healthcare field, the development team and partners designed Scenario 1: Myocardial Infarction Case and Scenario 2: Diabetes Consultation. These scenarios serve as the foundation for immersive learning experiences, simulating real-world healthcare situations and providing students with valuable learning opportunities. Each scenario is carefully crafted to address specific skills and knowledge required in the healthcare profession.
Stage 3: Development Process:
Once the scenarios were defined, the development team embarked on the technical implementation of DTNET. A virtual model of a hospital was created, serving as the training environment for students. The application itself is divided into several modes, with the training mode being the first one. In this mode, students learn the basic mechanics of VR, including movement and interaction with objects and virtual characters within the application. The development team incorporated features such as task tracking and a score system to ensure seamless usability and provide valuable feedback to students.
Stage 4: Evaluation and Controls:
At the end of each scenario, students receive comprehensive feedback on their performance. The evaluation mechanism includes the count and percentage of steps completed in the correct order, as well as the order of steps taken by the student. This feedback allows students to assess their progress and identify areas for improvement. DTNET also offers various controls to enhance the user experience, including movement type selection and versions for both right-handers and left-handers.
Piloting and Optimizing DTNET:
After the development process was completed, the team initiated the piloting and optimization phase in collaboration with partner institutions. Workshops and trainings were conducted to introduce DTNET to participants and gather valuable feedback. This feedback played a crucial role in further refining the application and ensuring its effectiveness in meeting the needs of students and educators. The team actively worked on incorporating the feedback and improving the application based on the insights gained from the pilot phase.
A major piloting of the final version of DTNET awaits the development team, where approximately 60 students from partner institutions will actively participate. This final piloting phase will provide invaluable insights and help fine-tune the application before its full release. The continuous collaboration with partner institutions has been instrumental in the development and refinement of DTNET, making it a truly collaborative effort to enhance virtual learning in healthcare education.