(PO-108) Emotional VR Avatars as a Learning Tool in Dental Education

Author: Clint L. Carlson, M.A. – Director of Digital Education and Academic Technology, University of Colorado School of Dental Medicine
Author: Amisha Singh, D.D.S. – Director of Diversity and Inclusion Programming, University of Colorado School of Dental Medicine
Author: Tracy L. de Peralta, Ph.D. – Sr Associate of Academic Affairs and Innovation, University of Colorado School of Dental Medicine
Author: Sheila Kennedy, MBA – Assistant Dean for Institutional Development and Faculty Affairs, University of Colorado School of Dental Medicine
Author: Denise Kassebaum, D.D.S., M.S. – Dean of Dental School, University of Colorado School of Dental Medicine
Submitter: Tracy L. de Peralta, Ph.D. – Sr Associate of Academic Affairs and Innovation, University of Colorado School of Dental Medicine

The use of avatar-based simulations enhances the ability of the participant to reflect on and practice their interactions with patients in a safe, yet realistic, environment. We can now leverage our experience in virtual reality beyond the “technical” skills and better evaluate our communication with patients.

Objectives: The aim of this study was to determine perceived value and anticipated benefit of using a learning tool involving avatars for communication skills in sensitive patient conversations.

Methods: The study population included students in the 3rd year of the DDS program at the University of Colorado School of Dental Medicine (CUSDM) who volunteered to participate. For this purpose, implementation of a FERPA-compliant survey using Qualtrics was distributed via email to cohort members. This survey was used to measure the student-anticipated outcomes of a future learning exercise involving avatars. Themes such as confidence, emotional resiliency and impact of various patient simulation activities on communication were included in survey questions. Ordinal data was analyzed to identify themes and trends.

Results: A response rate of 18% for the distributed survey to 80 dental students was observed. Results demonstrated that students anticipate minimal positive outcome of the avatar learning experience overall. However, students highly perceived the value in replaying a patient conversation through use of an avatar learning tool. Students expressed a neutral response to the anticipated value held for experiencing visual emotional response from an avatar. The majority of students valued the anticipated opportunity to practice conversations on avatars in preparation for those on real patients. Finally, great enthusiasm was noted by all surveyed-students around the importance of communication and empathy in creating strong patient outcomes.

Conclusions: We conclude from this study that students do perceive some value and anticipate benefit of using an emotional VR avatar learning tool for communication skills in sensitive patient conversations.