Leonardo Azevedo Pinto
Universidade Estadual Paulista (UNESP), Brazil
Olivia Andrade Pires
Universidade Federal de Pernambuco (UFPE), Brazil
ABSTRACT
According to the current study, students still think that physical specimens are necessary for learning pathology, even if augmented reality may be useful for studying. It should come as no surprise that 89.2% of students said they learnt pathology better using a combination of both modalities. Therefore, students are likely to criticize medical programs that decide to switch to AR completely. There is currently less pathology content taught due to the requirement for shorter postgraduate courses and a stronger focus on problem-based learning skills. In pathology museums in particular, the amount of time spent learning with actual specimens is declining. As a result, fewer medical students believe that knowing about pathology will be helpful in their line of work. It has been determined that the pathological learning process currently in place needs some improvement. In order to solve this, AR has shown increased motivation and efficacy for studying pathology when combined with physical specimens, as well as enhanced excitement for learning in other fields. Quantitative studies showed that participants found the VR experience realistic and interesting, even if many of them preferred live exercises over VR instruction. Many government agencies as well as accrediting bodies mandate yearly exercises and drills for healthcare organizations. Healthcare organizations should practice exercises and drills in addition to just satisfying these standards since it places personnel in the best possible position to ensure safe patient care and keep guests and coworkers safe in the event of an emergency.
Keywords: Virtual Reality (VR), Training Pathologist (TP), Cost-Effective Business Model (CEBM).
