ive ▁virtual ▁environments , ▁such ▁as ▁C ave ▁Autom atic ▁Virtual ▁environment ( CA VE ), in ▁which ▁the ▁student ▁s its ▁in ▁a ▁projection ▁room ▁we aring ▁g og g les ▁and ▁glo ves ▁equ ipped ▁with ▁sens ors . ▁This ▁ha ptic ▁technology ▁activ ates ▁the ▁sense ▁of ▁touch , ▁allowing ▁the ▁tra ine e ▁to ▁interface ▁with ▁a ▁sim ulated ▁patient , ▁as ▁well ▁as ▁to ▁receive ▁visual ▁and ▁aud itory ▁feedback s , ▁making ▁the ▁sim ulated ▁learning ▁experience ▁very ▁real istic . ▁ ▁According ▁to ▁research , ▁the ▁best ▁instruction al ▁sim ul ators , ▁medical ▁or ▁otherwise , ▁contain ▁these ▁elements : ▁ ▁provide ▁feedback ▁ ▁involve ▁repet itive ▁practice ▁ ▁integrate ▁with ▁the ▁curr ic ula ▁ ▁possess ▁a ▁range ▁of ▁difficulty ▁levels ▁ ▁involve ▁multiple ▁learning ▁strateg ies ▁ ▁capture ▁clin ical ▁variations ▁ ▁occur ▁in ▁a ▁control ▁environment ▁ ▁util ize ▁individual ized ▁learning ▁ ▁define ▁expected ▁out comes ▁ ▁possess ▁valid ity . ▁ ▁Im mers ive ▁Virtual ▁En viron ments ▁( IV Es ) ▁in ▁medical ▁education ▁range ▁from ▁teaching ▁simple ▁skills ▁( t aking ▁a ▁patient ' s ▁blood ) ▁to ▁complex ▁skills ▁( internal ▁surg ery ). ▁D ifferent ▁medical ▁care ▁prov iders ▁use ▁simulations ▁for ▁different ▁purposes : ▁emer gency ▁medical ▁techn icians , ▁med ics ▁involved ▁in ▁combat ▁environments , ▁n urs es , ▁do ctors , ▁sur ge ons ▁and ▁medical ▁First ▁Res pond ers ▁in . ▁IV Es ▁simulate ▁the ▁human ▁body ▁so ▁as ▁to ▁provide