In this article we discuss the evolution of computers and the use of VR for trauma education. We reflect on available literature and share the lessons we learned. VR allows you to share your most interesting and rare patient cases with a bedside teaching experience. Since there are more and different possibilities with VR we recommend a new design of teaching. In our experience, creativity is needed to deviate from the conventional educational paths. Remember that VR technique alone cannot compensate for bad content. When designing your VR script, do not underestimate the digital insight of the new generations. To increase the learning curve, use interactive menus in VR environment with a restrained script. After the design of the educational content, recording with VR cameras is relatively easy, while editing is more complex. A choice between monoscopic versus stereoscopic viewing and a 180° or 360° field of view has to made, based on learning objectives. With the use of a questionnaire, we evaluated the learning and side effects of VR education in our students. We learned that nausea and uncomfortable feeling can be a negative side effect of VR education. 23% Of our students reported some form of cybersickness during the VR sessions. To reduce cybersickness we advise to use most modern VR devices to prevent lagging. Literature suggests that cybersickness can be reduced by chewing gum and by setting a correct interpupillary distance of the goggle. To reduce motion sickness acceleration and deceleration in the VR environment should be minimized. Based on our experience we advise to limit VR educational sessions to a maximum of one hour. Although the VR techniques currently have some limitations, the quality and possibilities of this technique are rapidly improving. VR education will certainly be a part of trauma education in the future; Be prepared!
Keywords: Critical care; Education; Trauma; Virtual reality.
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