Psychomotor skills development for Veress needle placement using a virtual reality and haptics-based simulator

Abstract Purpose Veress needle (VN) insertion, if not correctly performed, could cause severe injuries to intra-abdominal organs and vessels. Therefore, cognitive and psychomotor skills training is needed. Virtual reality (VR) and haptic technologies have the potential to offer realistic simulations. Methods We developed a novel VR and haptic surgical simulator for VN insertion to teach trainees how to correctly puncture the abdominal wall, experiencing realistic tactile sensations throughout the simulation. The simulator allows for both procedural and realistic training. We released two different versions: the first using the OpenHaptics$$^{\text {TM}}$$ TM (OH) Toolkit and the second exploiting CHAI3D. We evaluated the learning effect using different performance indexes (time to perform the procedure, error in insertion angle, number of undesired contacts with organs) in an insertion task for both experienced urologists and students. Results A general improvement of the chosen performance indexes was registered in the second repetition of the task for both groups. From the questionnaires, the simulator leveraging OH provides the trainee with a more precise haptic feedback, whereas the one exploiting CHAI3D allows them to perform the procedure more easily thanks to the better visualization of the virtual environment. The results proved that the participants appreciated both implementations, and the System Usability Scale (SUS) test resulted in a “good” usability. Conclusion The haptics-based and VR simulator has shown the potential to be an important resource for the basic urological training in obtaining the pneumoperitoneum and improving the acquisition of the necessary psychomotor skills, allowing for extended and more effective training without compromising patient safety.

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Virtual reality in laparoscopic skills training: Is haptic feedback replaceable?

Minimally Invasive Therapy & Allied Technologies ◽

10.3109/13645706.2010.532502 ◽

2011 ◽

Vol 20 (3) ◽

pp. 179-184 ◽

Cited By ~ 10

Author(s):

Ellen Hiemstra ◽

Elisabeth M. Terveer ◽

Magdalena K. Chmarra ◽

Jenny Dankelman ◽

Frank Willem Jansen

Keyword(s):

Virtual Reality ◽

Haptic Feedback ◽

Skills Training ◽

Laparoscopic Skills ◽

Laparoscopic Skills Training

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A multi-site study examining the usability of a virtual reality game designed to improve retention of sterile catheterization skills in nursing students

Simulation & Gaming ◽

10.1177/1046878120954891 ◽

2020 ◽

pp. 104687812095489

Author(s):

Karen R. Breitkreuz ◽

Suzan Kardong-Edgren ◽

Gregory E. Gilbert ◽

Connie DeBlieck ◽

Mariam Maske ◽

...

Keyword(s):

Virtual Reality ◽

Nursing Students ◽

Urinary Catheter ◽

Deep Understanding ◽

Cost Effective ◽

Catheter Insertion ◽

Psychomotor Skills ◽

Usability Study ◽

Computer Gaming ◽

System Usability Scale

A usability study of a Virtual Reality Sterile Urinary Catheter Insertion Game (VR SUCIG) was conducted to understand user needs in regards to this game. Background: Learning and retention of psychomotor skills in health care is essential to safe clinical practice. Bauman suggests games are most useful when they are part of a layered-learning approach; in other words, they support various forms of learning and serve as cognitive aids ( Bauman et al., 2014 ). Intervention: The VR Sterile Urinary Catheter Insertion Game (VRSUCIG) was created by nurses and a computer gaming developer to provide nursing students with a cost-effective way to practice sterile catheter insertion skills in a systematic, evidence-based manner. A usability study and user reaction survey were conducted to gain a deep understanding of user’s needs. Methods: Three hundred nursing students, from 9 US nursing schools participated. Participants played the VR SUCIG and completed the System Usability Scale (SUS) and a User Reaction Survey (URS). Results: The SUS for the 2nd generation of the VR SUCIG was 57, or medium usability. The URS demonstrated the game motivated them to keep practicing. The VR SUCIG promoted repetitive practice of the skill and visually accentuated the concept of sterility. Conclusions. User reactions indicate that nursing students were eager and excited to utilize this technology. Usability scores indicate further refinement of technology is needed.

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Design of a Percutaneous Articular Fracture Reduction Simulator

2018 Design of Medical Devices Conference ◽

10.1115/dmd2018-6852 ◽

2018 ◽

Author(s):

Marcus Tatum ◽

Geb W. Thomas ◽

Donald D. Anderson

Keyword(s):

Virtual Reality ◽

Haptic Feedback ◽

Surgical Simulation ◽

Skills Training ◽

Physical Models ◽

Surgical Instruments ◽

First Year ◽

Advanced Students ◽

Quantitative Performance ◽

Training Exercises

The American Board of Orthopaedic Surgery has mandated dedicated skills training for first-year orthopedic surgical residents.1 Most residency programs address this requirement with training exercises with cadavers and plastic foam bones. Some programs incorporate one or more simulators in their skills training, including several sophisticated virtual reality simulators and a variety of low-tech simulators. Simulators are helpful because they can provide repeatable educational experiences and quantitative performance assessment. Unfortunately, few simulators have been developed for orthopedic trauma skills training. Even fewer simulators have been developed and validated with more advanced students, such as residents in their 3rd or 4th year of training, and for more complex surgeries. In contrast to the completely virtual surgical simulation using haptic feedback devices and sophisticated renderings of soft tissue deformation, our group has chosen to use physical models, real surgical instruments and position tracking in conjunction with virtual reality.2–4 The physical models provide experience with the surgical tools, and enable more realistic hand movements and haptic cue feedback.

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56. Proficiency at the end of practice predicts retention of a technical clinical skills

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2817 ◽

2007 ◽

Vol 30 (4) ◽

pp. 59

Author(s):

H. Carnahan ◽

E. Hagemann ◽

A. Dubrowski

Keyword(s):

Virtual Reality ◽

Clinical Skills ◽

Clinical Skill ◽

Technical Skills ◽

Skills Training ◽

Retention Performance ◽

Specific Criterion ◽

Practice Trials ◽

Practice Time ◽

Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

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Virtual reality in social skills training programs for people with schizophrenia: A systematic review and focus group

British Journal of Occupational Therapy ◽

10.1177/03080226211011391 ◽

2021 ◽

pp. 030802262110113

Author(s):

Catarina Oliveira ◽

Raquel Simões de Almeida ◽

António Marques

Keyword(s):

Mental Health ◽

Systematic Review ◽

Virtual Reality ◽

Social Skills ◽

Focus Group ◽

Social Skills Training ◽

Occupational Therapists ◽

Skills Training ◽

Training Programme ◽

Cochrane Library

Introduction This study aims to determine the guidelines for the design of a social skills training programme for people with schizophrenia using virtual reality. Methods This article encompasses two studies: Study 1, a systematic review of five articles indexed in the databases B-on, PubMed, Clinical trials and Cochrane Library (2010–2020); Study 2, a focus group of occupational therapists trained in mental health and multimedia professionals, in which they discussed the outline of such a programme. Results A set of guidelines were identified as central and consensual which should be included in the programme. It must have multilevel logic and gradual learning, with simulations of everyday situations, in which it is possible to practise the skills of conversation and communication. Virtual reality provides people with schizophrenia with unlimited opportunities, enhancing a personalized intervention. Conclusion Social skills training could be part of the treatment for people with schizophrenia, and virtual reality is a promising tool to complement traditional training, although still little implemented in mental health services. Occupational therapists have a prominent role in the development and application of this because of their knowledge of activity analysis and their ability to facilitate the generalization of skills in different contexts.

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Haptic Handshank – A Handheld Multimodal Haptic Feedback Controller for Virtual Reality

2020 IEEE International Symposium on Mixed and Augmented Reality (ISMAR) ◽

10.1109/ismar50242.2020.00047 ◽

2020 ◽

Author(s):

K M Arafat Aziz ◽

Hu Luo ◽

Lehiany Asma ◽

Weiliang Xu ◽

Yuru Zhang ◽

...

Keyword(s):

Virtual Reality ◽

Haptic Feedback ◽

Feedback Controller

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What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

New Media & Society ◽

10.1177/14614448211012794 ◽

2021 ◽

pp. 146144482110127

Author(s):

Marcus Carter ◽

Ben Egliston

Keyword(s):

Virtual Reality ◽

Learning Process ◽

Learning Analytics ◽

Soft Skills ◽

Education Technology ◽

Skills Training ◽

Emerging Technology ◽

Critical Issues ◽

Vr Training ◽

Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

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