scholarly journals The New Approach for Tendon Repair Training: Virtual Reality Simulator (Preprint)

2021 ◽  
Author(s):  
Mok Tsz Ngai ◽  
Layla Li ◽  
Junyuan Chen ◽  
Wai-Kit Ming ◽  
Qiyu He ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Tendon Repair ◽  
Independent Study ◽  
Simulator Training ◽  
Human Model ◽  
Control Group ◽  
New Approach ◽  
Tendon Suture ◽  
Vr Simulator

BACKGROUND The use of virtual reality (VR) simulators in medical schools has become widespread to train medical students and residents. The students using VR simulators are provided with a three-dimensional human model to observe human details using multiple senses and can participate in an environment relatively close to the reality. This paper promotes a new approach consisting of a sharing and independent study platform for medical orthopedics students. OBJECTIVE This study compared traditional tendon repair training and VR simulation of tendon repair and evaluated future applications of VR simulation in the medical academic field. METHODS One-hundred twenty-one participants were allocated into the VR and control groups. The participants in the VR group were studying the tendon repair technique via the VR simulator; while the control group followed traditional tendon suture teaching methods. RESULTS A total of 117 participants finished the assessment, and four participants were lost during follow-up. The overall performance (a total 35 score) for the VR group using the “Kessler tendon repair with 2 interrupted tendon repair knots” method was significantly higher score (P <.001) than the control group (24.13 ± 1.71 versus 20.38 ± 1.21). Moreover, for the “Bunnell tendon repair with figure 8 tendon repair” method, the VR group also had a significantly better result (P < .001) than the control group (22.8 ± 1.81 versus 19.9 ± 2.27). The participants using the VR simulator training had a significantly higher score than those using the traditional training method. CONCLUSIONS Use of the VR simulator for learning the tendon suture produced a significant improvement in the time in motion, suture skill, flow of operation, and knowledge of procedure for medical students than using traditional tendon suture method. Therefore, future VR simulator development would likely be beneficial for medical education and clinical practice.

scholarly journals The impact of virtual reality training on laparoscopic surgical skills; A prospective blinded controlled trial

2021 ◽  
Vol 6 (1) ◽  
pp. 37-42
Author(s):  
Prashanth A T ◽  
Nishanth Lakshmikantha ◽  
Krish Lakshman
Keyword(s):  
Virtual Reality ◽  
Controlled Trial ◽  
Skills Training ◽  
Surgical Skills ◽  
Simulator Training ◽  
Research Centre ◽  
Controlled Study ◽  
Control Group ◽  
The Impact ◽  
Vr Simulator

Background. Laparoscopic surgery has gained popularity in the last few decades replacing open standard techniques in several procedures. While its use and scope expand, a standardized method of training and assessment in laparoscopic skills is lacking. Aim. To assess the effect of virtual reality (VR) training on laparoscopic surgical skills. Materials and Methods. It is a prospective, controlled study conducted at Sagar Hospital’s skill lab and Shanthi Hospital and Research Centre (SHRC). We included 27 post graduates in general surgery. They were divided into two groups. One group underwent training in VR Simulator for one week, 30 minutes each day. The second group received no training. Their proficiency while mobilizing the Gallbladder from its liver bed was assessed using a validated scale by a single blinded observer. Results. The statistical analysis was done using a non-parametric test (Mann-Whitney U test). Residents who underwent training in VR simulator got better scores in Overall rating and also in individual parameters when compared with the control group (P = <0.05). Conclusions. Laparoscopic surgical skills can be increased by using proficiency-based VR simulator training and it can be transferred to actual operations. VR simulators are a valid tool for laparoscopic surgical skills training.

scholarly journals Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meysam Siyah Mansoory ◽  
Mohammad Rasool Khazaei ◽  
Seyyed Mohsen Azizi ◽  
Elham Niromand
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Serious Game ◽  
Control Group ◽  
Serious Gaming ◽  
E Learning ◽  
The Mean ◽  
Lecture Instruction

Abstract Background New approaches to e-learning and the use of virtual reality technology and serious game in medical education are on the rise. Therefore, the purpose of this study was to compare the effectiveness of lecture method and virtual reality-based serious gaming (VRBSG) method on students learning outcomes about the approach to coma. Methods We adopted a randomized trial method for this study and selected 50 medical students dividing them into experimental and control groups. Students’ learning outcome was measured with a 10-item test. Serious game usability scale was used to evaluate the usability of the serious game. Descriptive and inferential statistics were used for data analysis by SPSS-22 software. Results Students’ familiarity with e-learning and VRBSG was low. The mean usability of a VRBSG was 126.78 ± 10.34 out of 150. The majority of students were eager to be instructed through VRBSG. The mean score of learning outcomes in the experimental group was significantly higher than the control group (t = − 2.457, P = 0.019). Conclusion Students’ learning outcomes in the VRBSG group in the test approach to coma were significantly better than the lecture group. The usability of the serious game instruction method was high. Taken together, instruction through VRBSG had an effective role in medical students’ learning.

Virtual Reality Simulator for the Training of Lumbar Punctures

2009 ◽  
Vol 48 (05) ◽  
pp. 493-501 ◽  
Author(s):  
F. Hummel ◽  
C. Gerloff ◽  
H. Handels ◽  
M. Färber
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Lumbar Puncture ◽  
Degrees Of Freedom ◽  
Training Session ◽  
Needle Insertion ◽  
Control Group ◽  
Lumbar Region ◽  
Real Patient ◽  
Strongly Agree

Summary Objectives: Lumbar puncture (LP) is performed by inserting a needle into the spinal canal to extract cerebrospinal fluid for diagnostic purposes. A virtual reality (VR) lumbar puncture simulator based on real patient data has been developed and evaluated. Methods: A haptic device with six degrees of freedom is used to steer the virtual needle and to generate feedback forces that resist needle insertion and rotation. An extended haptic volume-rendering approach is applied to calculate forces. This approach combines information from segmented data and original CT data which contributes density information in unsegmented image structures. The system has been evaluated in a pilot study with medical students. Participants of two groups, a training and a control group, completed different first training protocols. User performance has been recorded during a second training session to measure the training effect. Furthermore user acceptance has been evaluated in a questionnaire using a 6-point Likert scale with eight items. Results: Forty-two medical students in two groups evaluated the system. Trained users performed better than less trained users (an average of 39% successfully completed virtual LPs compared to 30%). Findings of the questionnaire show that the simulator is very well accepted. E.g. the users agree that training with such a simulator is useful (Likert grade of 1.5 ± 0.7 with 1 = “strongly agree” and 6 = “strongly disagree”). Conclusions: Results show that the VR LP simulator gives a realistic haptic and visual impression of the needle insertion and enables new insights into the anatomy of the lumbar region. It offers a new way for increasing skills of students and young residents before applying an LP in patients.

scholarly journals Is virtual reality effective to teach prevention of surgical site infections in the operating room? study protocol for a randomised controlled multicentre trial entitled VIP Room study

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e037299
Author(s):  
Claire Masson ◽  
Gabriel Birgand ◽  
Enrique Castro-Sánchez ◽  
Vanessa Maria Eichel ◽  
Alexa Comte ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Operating Room ◽  
Multicentre Trial ◽  
Surgical Site Infections ◽  
Ethics Committee ◽  
Imperial College ◽  
Infection Prevention And Control ◽  
Control Group ◽  
Randomised Controlled

IntroductionSome surgical site infections (SSI) could be prevented by following adequate infection prevention and control (IPC) measures. Poor compliance with IPC measures often occurs due to knowledge gaps and insufficient education of healthcare professionals. The education and training of SSI preventive measures does not usually take place in the operating room (OR), due to safety, and organisational and logistic issues. The proposed study aims to compare virtual reality (VR) as a tool for medical students to learn the SSI prevention measures and adequate behaviours (eg, limit movements…) in the OR, to conventional teaching.Methods and analysisThis protocol describes a randomised controlled multicentre trial comparing an educational intervention based on VR simulation to routine education. This multicentre study will be performed in three universities: Grenoble Alpes University (France), Imperial College London (UK) and University of Heidelberg (Germany). Third-year medical students of each university will be randomised in two groups. The students randomised in the intervention group will follow VR teaching. The students randomised in the control group will follow a conventional education programme. Primary outcome will be the difference between scores obtained at the IPC exam at the end of the year between the two groups. The written exam will be the same in the three countries. Secondary outcomes will be satisfaction and students’ progression for the VR group. The data will be analysed with intention-to-treat and per protocol.Ethics and disseminationThis study has been approved by the Medical Education Ethics Committee of the London Imperial College (MEEC1920-172), by the Ethical Committee for the Research of Grenoble Alpes University (CER Grenoble Alpes-Avis-2019-099-24-2) and by the Ethics Committee of the Medical Faculty of Heidelberg University (S-765/2019). Results will be published in peer-reviewed medical journals, communicated to participants, general public and all relevant stakeholders.

scholarly journals Computer-Based Virtual Reality Colonoscopy Simulation Improves Patient-Based Colonoscopy Performance

2014 ◽  
Vol 28 (4) ◽  
pp. 203-206 ◽  
Author(s):  
Keith S McIntosh ◽  
James C Gregor ◽  
Nitin V Khanna
Keyword(s):  
Virtual Reality ◽  
Virtual Colonoscopy ◽  
Controlled Trial ◽  
Simulator Training ◽  
Control Group ◽  
Virtual Reality Simulator ◽  
Virtual Training ◽  
Computer Based ◽  
Cecal Intubation Rate ◽  
To Receive

BACKGROUND: Colonoscopy simulators that enable one to perform computer-based virtual colonoscopy now exist. However, data regarding the effectiveness of this virtual training are limited.OBJECTIVE: To determine whether virtual reality simulator training translates into improved patient-based colonoscopy performance.METHODS: The present study was a prospective controlled trial involving 18 residents between postgraduate years 2 and 4 with no previous colonoscopy experience. These residents were assigned to receive 16 h of virtual reality simulator training or no training. Both groups were evaluated on their first five patient-based colonoscopies. The primary outcome was the number of proctor ‘assists’ required per colonoscopy. Secondary outcomes included insertion time, depth of insertion, cecal intubation rate, proctor- and nurse-rated competence, and patient-rated pain.RESULTS: The simulator group required significantly fewer proctor assists than the control group (1.94 versus 3.43; P≤0.001), inserted the colonoscope further unassisted (43 cm versus 24 cm; P=0.003) and there was a trend to intubate the cecum more often (26% versus 10%; P=0.06). The simulator group received higher ratings of competence from both the proctors (2.28 versus 1.88 of 5; P=0.02) and the endoscopy nurses (2.56 versus 2.05 of 5; P=0.001). There were no significant differences in proctor-, nurse- or patient-rated pain, or attention to discomfort.CONCLUSIONS: Computer-based colonoscopy simulation in the initial stages of training improved novice trainees’ patient-based colonoscopy performance.

scholarly journals A New Approach to Tendon Repair Training: Virtual Reality Simulator (Preprint)

10.2196/27544 ◽  
2021 ◽  
Author(s):  
Tsz-Ngai Mok ◽  
Junyuan Chen ◽  
Wai-Kit Ming ◽  
Qiyu He ◽  
Jinghua Pan ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Tendon Repair ◽  
Virtual Reality Simulator ◽  
New Approach

1894: Impact of Virtual Reality (VR) Simulator Training on Percutaneous Renal Collecting System Access

2004 ◽  
Vol 171 (4S) ◽  
pp. 500-500
Author(s):  
Edward D. Matsumoto ◽  
Bodo E. Knudsen ◽  
Ben H. Chew ◽  
Stephen E. Pautler ◽  
D. Brooke Johnson ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Simulator Training ◽  
System Access ◽  
Collecting System ◽  
Vr Simulator

The impact of constructive feedback on training in gastrointestinal endoscopy using high-fidelity virtual-reality simulation: a randomised controlled trial

Gut ◽  
2009 ◽  
Vol 59 (2) ◽  
pp. 181-185 ◽  
Author(s):  
Irina Kruglikova ◽  
Teodor P Grantcharov ◽  
Asbjorn M Drewes ◽  
Peter Funch-Jensen
Keyword(s):  
Virtual Reality ◽  
Group Versus ◽  
Learning Curves ◽  
Simulator Training ◽  
Control Group ◽  
Feedback Group ◽  
Proficiency Levels ◽  
Constructive Feedback ◽  
External Feedback ◽  
The Impact

BackgroundRecently, virtual reality computer simulators have been used to enhance traditional endoscopy teaching. Previous studies have demonstrated construct validity of these systems and transfer of virtual skills to the operating room. However, to date no simulator-training curricula have been designed and there is very little evidence on the impact of external feedback on acquisition of endoscopic skills.The aim of the present study was to assess the impact of external feedback on the learning curves on a VR colonoscopy simulator using inexperienced trainees.Materials and methods22 trainees, without colonoscopy experience were randomised to a group which received structured feedback provided by an experienced supervisor and a controlled group. All participants performed 15 repetitions of task 3 from the Introduction colonoscopy module of the Accu Touch Endoscopy simulator. Retention/transfer tests on simulator were performed 4–6 weeks after the last repetition. The proficiency levels were based on the performance of eight experienced colonoscopists.ResultsAll subjects were able to complete the procedure on the simulator. There were no perforations in the feedback group versus seven in the non-feedback group. Subjects in the feedback group reached expert proficiency levels in percentage of mucosa visualised and time to reach the caecum significantly faster compared with the control group. None of the groups demonstrated significant degradation of performance in simulator retention/transfer tests.ConclusionConcurrent feedback given by supervisor concur an advantage in acquisition of basic colonoscopy skills and achieving of proficiency level as compared to independent training.

scholarly journals Simulator training and residents’ first laparoscopic hysterectomy: a randomized controlled trial

2019 ◽  
Vol 34 (11) ◽  
pp. 4874-4882 ◽  
Author(s):  
Ewa Jokinen ◽  
Tomi S. Mikkola ◽  
Päivi Härkki
Keyword(s):  
Virtual Reality ◽  
Surgical Outcomes ◽  
Intervention Group ◽  
Laparoscopic Hysterectomy ◽  
Simulator Training ◽  
Global Rating Scale ◽  
Control Group ◽  
Global Rating ◽  
Virtual Reality Simulator ◽  
The Mean

Abstract Background Hysterectomy rates are decreasing in many countries, and virtual reality simulators bring new opportunities into residents’ surgical education. The objective of this study was to evaluate the effect of training in laparoscopic hysterectomy module with virtual reality simulator on surgical outcomes among residents performing their first laparoscopic hysterectomy. Methods This randomized study was carried out at the Department of Obstetrics and Gynecology in Helsinki University Hospital and Hyvinkää Hospital. We recruited twenty residents and randomly signed half of them to train ten times with the laparoscopic hysterectomy module on a virtual reality simulator, while the rest represented the control group. Their first laparoscopic hysterectomy was video recorded and assessed later by using the Objective Structured Assessment of Technical Skills (OSATS) forms and Visual Analog Scale (VAS). The scores and surgical outcomes were compared between the groups. Results The mean OSATS score for the Global Rating Scale (GRS) was 17.0 (SD 3.1) in the intervention group and 11.2 (SD 2.4) in the control group (p = 0.002). The mean procedure-specific OSATS score was 20.0 (SD 3.3) and 16.0 (SD 2.8) (p = 0.012), and the mean VAS score was 55.0 (SD 14.8) and 29.9 (SD 14.9) (p = 0.001). Operative time was 144 min in the intervention group and 165 min in the control group, but the difference did not reach statistical significance (p = 0.205). There were no differences between the groups in blood loss or direct complications. Conclusion Residents training with a virtual reality simulator prior to the first laparoscopic hysterectomy seem to perform better in the actual live operation. Thus, a virtual reality simulator hysterectomy module could be considered as a part of laparoscopic training curriculum.

Laparoscopic skill improvement after virtual reality simulator training in medical students as assessed by augmented reality simulator

2015 ◽  
Vol 8 (4) ◽  
pp. 408-412 ◽  
Author(s):  
Tsutomu Nomura ◽  
Yasuhiro Mamada ◽  
Yoshiharu Nakamura ◽  
Takeshi Matsutani ◽  
Nobutoshi Hagiwara ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Augmented Reality ◽  
Simulator Training ◽  
Virtual Reality Simulator ◽  
Laparoscopic Skill ◽  
Skill Improvement
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