• Proceedings of the Korea Information Processing Society Conference
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• 2002.11a
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• pp.835-838
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• 2002

사회고령화 추세에 따라 노인들이 증가하고 있으며 자연적으로 발생률이 높아지고 있는 치매에 대한 사회적 문제가 대두되고 있다. 본 논문에서는 경증 치매나 치매에 걸릴 확률이 높은 사람들에게 치매 치료의 효과를 주는 VR기반의 의료시스템을 개발하여 치매 치료에 대한 새로운 방법을 제시하려고 한다. 제시하는 치료 요법은 사용자에게 일상생활과 유사하게 VR 환경을 제공하고 일상적인 문제에 대처하여 올바르게 수행하도록 하는 방법을 가진다. 개발되어진 다양한 시나리오의 반복 수행을 통하여 치매의 치료는 수행되게 된다. 본 시스템의 효과를 판단하기 위해 실험군과 대조군 각 15명을 통하여 임상실험을 수행하였으며 그 결과를 보였다.

• Journal of Convergence for Information Technology
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• v.7 no.1
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• pp.17-24
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• 2017

In the medical field, augmented reality is being used for surgical and medical education. However, augmented reality technology is not applied to emergency patients. In this paper, we propose a medical service support model that can support rapid medical service to emergency patients through an augmented reality - based IT device. The proposed model has the function of collecting the information necessary for the first aid simply through the IT equipment based on the reality of reality, and also receiving the first aid method appropriate for the emergency situation to the medical staff and supporting the service. In addition, the proposed model hierarchically collects information related to emergency patient information inquiry, emergency patient status and emergency treatment based on Analytic Hierarchy Process (AHP). The collected information uses a pair of comparison matrices to compensate for the ambiguity between the information. In particular, the collected information is stored in the server of the medical staff, and in addition to the unique information of the collected information, the collected information can be reflected in the medical service of the medical staff.

• The Korean Journal of Emergency Medical Services
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• v.24 no.3
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• pp.55-63
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• 2020

Purpose: This study aimed to establish effective training strategies and methods by comparing the effects of 360° virtual reality video and first-person video in non-face-to-face practical lectures. Methods: This crossover study, implemented May 18-31, 2020, included 27 participants. We compared 360° virtual reality video and first-person video. SPSS version 25.0 was used for statistical analysis. Results: The 360° virtual reality video had a higher score of experience recognition (p=.039), vividness (p=.045), presence (p=.000), fantasy factor (p=.000) than the first-person video, but no significant difference was indicated for satisfaction (p=.348) or interest (p=.441). Conclusion: 360° virtual reality video and first-person video can be used as training alternatives to achieve the standard educational objectives in non-face-to-face practical lectures.

• The Korean Journal of Emergency Medical Services
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• v.23 no.3
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• pp.145-154
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• 2019

Purpose: This study simulates cardiac arrest situations in 360° virtual reality video clips and general video clips, and compares the correlations between educational media and experience recognition. Methods: Experimental research was carried out on a random control group (n=32) and experimental group (n=32) on March 20, 2019. Results: The groups where participants were trained with the 360° virtual reality video clips and a higher score of experience recognition (p=.047) than the group where participants were trained with the general video clips. Moreover, the subfactors of experience recognition including the sense of presence and vividness (p=.05), immersion (p<.05). experience (p<.01), fantasy factor (p<.05). and content satisfaction (p<.05) were positively correlated. Conclusion: Enhancing vividness and the sense of presence when developing virtual reality videos recorded with a 360° camera is thought to enable experience recognition without any direct interaction.

• PNF and Movement
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• v.18 no.2
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• pp.183-194
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• 2020

Purpose: Functional ankle instability (FAI) causes tension in the joints, ligaments, and tendons, and the impact on visual and vestibular organs leads to imbalance. This study compared the effects of a traditional balance training program to virtual reality training to improve FAI. Methods: Twenty-four participants with FAI (CAIT score < 24) were assigned to a virtual reality training group (n = 13) and a traditional balance training group (n = 11). Both groups pursued their respective training program for four weeks. After a ten-minute warm-up, participants completed a 30-minute training session, three times per week. The traditional balance training group underwent static and dynamic training using a balance board and a stability trainer pad while the virtual reality group underwent balance training using a virtual reality program. Biorescue was used to measure changes in the speed and length of center of pressure (COP) for single-leg stance pre- and post-training. Results: The speed and length of COP improved significantly in both groups after training as compared to before (p < 0.05). However, there were no significant differences in these outcomes between the virtual reality training group and the traditional balance training group (p>0.05). Conclusion: The study findings confirm the effectiveness of both virtual reality training and traditional balance training in reducing ankle instability, with no difference in treatment effects.

• The Korean Journal of Emergency Medical Services
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• v.22 no.2
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• pp.93-102
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• 2018

Purpose: The study aims to establish an effective training strategy and methods by comparing the effects of educational interest, satisfaction, and achievements of virtual reality and videos education before simulation training. Methods: The randomized control study was implemented on May 31, 2018, by randomly selecting 36 participants to compare educational virtual reality and videos. Statistical analyses were performed using SPSS 20.0. Results: The participants were divided into an intervention group of 17(47.2%) and a control group of 19(52.8%). Regarding the levels of satisfaction, a significant difference (p= .010) was noted between the control (3.88 points) and the intervention groups (4.45 points). A significant difference (p= .001) was also noted between the intervention (80.3 points) and control (63.3 points) in terms of total simulation practical skills. Conclusion: Educational virtual reality can be an alternative training method to achieve the standard educational objectives by raising levels of educational interest and of achievement with practical skills.

• International Journal of Computer Science & Network Security
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• v.22 no.2
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• pp.23-28
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• 2022

The present study has been conducted to evaluate the experience in using peer-to-peer platforms and immersive technologies in the training of future masters of pharmacy from the Pharmaceutical Faculty of Bogomolets National Medical University, Ukraine. The selected participants were given the pre- and post-test containing multiple choice questions to assess the effectiveness of immersive technologies. Further, a self-designed structured questionnaire contained 10 questions with 5 options was delivered to consented participants through email and WhatsApp. The results of test presented that students attained an average of 26% in their pre-test while the average attained score post-test was 74% that showed a significant improvement with peer-to-peer platforms and virtual reality technology. The results of survey questions also showed an overall 86.73% satisfaction for the use of peer-to-peer platforms and virtual reality technology in the training of future masters of pharmacy. These results demonstrated that 90.81% showed agreement that they gained a high level of confidence through peer-to-peer platforms and virtual reality to handle patients in clinical practice. It can be concluded that participants of this study showed a strong agreement with positive experience in using peer-to-peer platforms and virtual reality technology in the training of future masters of pharmacy in medical lyceum.

• The Journal of Pediatrics of Korean Medicine
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• v.38 no.1
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• pp.78-87
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• 2024

Purpose To develop an educational program using virtual reality (VR) and augmented reality (AR) in oriental medicine education, this study investigated the status of programs currently being used mainly in the fields of medicine, nursing, and dentistry, and was the basis for developing an oriental medicine education program. We plan to use this for future research purposes. Methods To investigate medical simulation education using VR and AR technologies, 72 studies were searched using the ProQuest Central Database (period 1.1.2000 to 10.10.2023.) Of these, 22 were selected for analysis. Results Among the selected studies, the educational fields of the program were 59% (13 studies) in medicine, 32% (7 studies) in nursing, 9% (2 studies) in dentistry, 73% (16 studies) were VR in terms of applied technology, and 27% (6 studies) in AR. Conclusions Recently, research on VRand AR has increased in the medical field. As patient rights and medical environments change, clinical practice education programs using new technologies are needed, in addition to traditional face-to-face practice. Related research is expected to be active in the field of Oriental medicine in the future.

• The Korean Journal of Emergency Medical Services
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• v.25 no.2
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• pp.55-69
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• 2021

Purpose: This study aimed to develop 360° virtual reality videos and common videos for cardiac arrest recognition. Methods: A sequential mixed methods study was conducted, using qualitative interviews (with a total of seven experts) and a quantitative survey. Results: First, the cardiac arrest situation should be developed within 2-3 minutes after witnessing the patient collapse, for each of the four cardiac arrest videos about apnea, gasping, seizure, gasping, and seizure. Second, the education program should be designed so that the education on cardiac arrest recognition can proceed before CPR practice begins. Conclusion: 360° virtual reality videos and common videos for cardiac arrest recognition can play an important role in the education of the general public about cardiac arrest experience.

• Journal of radiological science and technology
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• v.44 no.2
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• pp.123-131
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• 2021

In this study, safety education contents for medical radiation workers were produced based on Mixed Reality(MR). Currently, safety training for radiation workers is based on theory. This is insufficient in terms of worker satisfaction and efficiency. To address this, we created ICT(Information and Communication Technologies)-based MR radiation worker safety education content. The expected effect of Mixed Reality worker safety education content is that education is possible without space and time constraints, realistic education is possible without on-site training, and interaction between images is possible through reality-based 3D images, enabling self-directed learning Is that. In addition, learning in a virtual space expressed through HMD(Head Mounted Display) is expected to make education more enjoyable and increase concentration, thereby increasing the efficiency of education. A quantitative evaluation was conducted by an accredited institution and a qualitative evaluation was performed on users, which received excellent evaluation. The MR safety education conducted in this study is expected to be of great help to the education of medical radiation workers, and is expected to develop into a new educational paradigm as online education in accordance with Corona 19 progresses.