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An Experimental Study on Usefulness of Virtual Reality 360° in Undergraduate Medical Education [Letter]

Authors Yao P, Challen C, Caves C

Received 27 November 2019

Accepted for publication 12 December 2019

Published 3 January 2020 Volume 2019:10 Pages 1103—1104

DOI https://doi.org/10.2147/AMEP.S240292

Checked for plagiarism Yes

Editor who approved publication: Professor Balakrishnan Kichu Nair


Peng Yao, Chloe Challen, Charlotte Caves

Imperial College London, London, UK

Correspondence: Peng Yao
Email peng.yao15@imperial.ac.uk

We read with considerable interest the recent article by Sultan et al1 and commend the authors for their thought-provoking work. However, we endeavoured to appraise this study in an objective and sensible manner, and as such there are several ambiguities we were hoping to clarify.
    First, there are ambiguities in the student demographics in each participant group. Some were in their 4th year of a 6-year undergraduate medicine course, whilst others were in their 4th and final year of graduate medicine. The distribution of each across the two groups is not shown, yet presumably these two participant groups will have very different levels of pre-existing clinical communication skills and thus we caution the interpretation of the results of the OSCEs examination, particularly since they are not compared pre and post intervention.


View the original paper by Sultan and colleagues.


 

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