Background: Immersed in a simulated 3D world where students can interact with the environment and perform tasks in real-time, using Virtual Reality (VR) enables them to see what can only be imagined from reading textbooks alone. In midwifery, using VR technologies as a teaching modality enables students to visualise what is happening on the inside of the uterus. This quickly and efficiently conveys abstract and complex concepts and has been shown to increase knowledge acquisition.
Aim: The aim of this study was to understand the students learning experience of the third stage of labour from using 3D visualisation in addition to standard teaching.
Method/s: Following ethical approval from participating universities in Australia, New Zealand and Japan the enquiry used a mixed method approach. A purposive sample of first year midwifery students were recruited. Students participated in a longitudinal pre-test/post-test design, used to collect data at 4 time points over six months. Focus groups and interviews were conducted following the initial education. SPSS statistical software version 22 was used to analyse quantitative data, while qualitative data was thematically analysed.
Findings: Initial analysis of the transcripts revealed that students benefited from being able to see inside the uterus virtually. They commented that as it is not normally visible, they would like more 3D artefacts that explored internal physiological processes. Findings from data analysis that considers knowledge acquisition from each institution will be analysed, and the results presented at the conference.
Implications for midwifery education: Previous research and preliminary findings from this study suggest that VR is beneficial in midwifery education. However, financial implications and training of staff needs to be considered in any future research. National and international collaborative research on the use of 3D visualisation in midwifery education is needed.