The utility of virtual reality surgical simulation in the undergraduate otorhinolaryngology curriculum

AbstractObjectiveTo examine the impact of temporal bone virtual reality surgical simulator use in the undergraduate otorhinolaryngology curriculum.MethodsMedical students attended a workshop involving the use of a temporal bone virtual reality surgical simulator. Students completed a pre-workshop questionnaire on career interests. A post-workshop questionnaire evaluated the perceived usefulness and enjoyment of the virtual reality surgical simulator experience, and assessed changes in their interest in ENT.ResultsThirty-two fifth-year University of Auckland medical students were recruited. The majority of students (53.1 per cent) had already chosen their career path. The simulator experience was useful for: stimulating thoughts around career plans (71.9 per cent), providing hands-on experience (93.8 per cent) and teaching disease processes (93.8 per cent). After the workshop, 53.1 per cent of students were more interested in a career in ENT.ConclusionVirtual reality may be a fun and engaging way of teaching ENT. Furthermore, it could help guide student career planning.

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O52: THE IMPACT OF STUDENT BACKGROUND ON PERFORMANCE AND STRESS DURING SURGICAL SIMULATION

British Journal of Surgery ◽

10.1093/bjs/znab117.052 ◽

2021 ◽

Vol 108 (Supplement_1) ◽

Author(s):

A Soualhi ◽

MSA Amin ◽

A Aydin ◽

MS Khan ◽

P Dasgupta ◽

...

Keyword(s):

Medical Students ◽

Medical School ◽

Perceived Stress ◽

Surgical Simulation ◽

Demographic Factors ◽

Skills Acquisition ◽

Laparoscopic Skills ◽

Student Background ◽

Simulation Performance ◽

The Impact

Abstract Introduction Early exposure of medical students to surgical skills has been associated with an increased interest in pursuing a career in surgery. This study aimed to investigate the impact of student background on basic laparoscopic skills acquisition and perceived stress to workload during simulation. Method Students were recruited to a course modelled on the European Basic Laparoscopic Urological Skills (E-BLUS) programme. Students filled out a pre-course demographic survey, and a post-course survey that evaluated perceived stress to workload (SURG-TLX). Pre- and post-course confidence in laparoscopic skills, performance in the course, as well as SURG-TLX parameters were statistically compared for all demographic factors. Result Twenty-three participants completed the course, fifteen (65%) of which were female. Ten students were junior (first and second year), and thirteen were senior (third year and above). Hobbies were grouped into either requiring hand-eye coordination (n=9), manual dexterity (n=9), or no relevance to surgery (n=5). No significant differences were found in demographic factors for course performance or pre- and post-course confidence. No significant differences were found between male and female students, and between different hobby groups, in all SURG-TLX parameters. Senior students reported a significantly higher Physical Demand of the SURG-TLX compared to juniors (p=0.042). No differences were found in other parameters. Conclusion Our study showed no correlation between student background (notably sex and stage of medical school) and basic laparoscopic skills acquisition or stress during simulation. We therefore suggest that medical students are provided with more exposure to acquire basic laparoscopic skills regardless of their background. Take-home message Medical student background is not a discriminator in surgical simulation performance and stress. All medical students, regardless of their sex or stage of medical school, should be given the opportunity to practice laparoscopic skills.

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Combining Stereoscopic Video and Virtual Reality Simulation to Maximize Education in Lateral Skull Base Surgery

Otolaryngology ◽

10.1177/0194599820907866 ◽

2020 ◽

Vol 162 (6) ◽

pp. 922-925 ◽

Cited By ~ 1

Author(s):

Samuel R. Barber ◽

Saurabh Jain ◽

Michael A. Mooney ◽

Kaith K. Almefty ◽

Michael T. Lawton ◽

...

Keyword(s):

Virtual Reality ◽

Skull Base ◽

Temporal Bone ◽

Stereoscopic Video ◽

3D Slicer ◽

3 Dimensional ◽

Desktop Virtual Reality ◽

Computed Tomography Images ◽

Lateral Skull Base ◽

Hands On

Mastery of lateral skull base (LSB) surgery requires thorough knowledge of complex, 3-dimensional (3D) microanatomy and techniques. While supervised operation under binocular microscopy remains the training gold standard, concerns over operative time and patient safety often limit novice surgeons’ stereoscopic exposure. Furthermore, most alternative educational resources cannot meet this need. Here we present proof of concept for a tool that combines 3D-operative video with an interactive, stereotactic teaching environment. Stereoscopic video was recorded with a microscope during translabyrinthine approaches for vestibular schwannoma. Digital imaging and communications in medicine (DICOM) temporal bone computed tomography images were segmented using 3D-Slicer. Files were rendered using a game engine software built for desktop virtual reality. The resulting simulation was an interactive immersion combining a 3D operative perspective from the lead surgeon’s chair with virtual reality temporal bone models capable of hands-on manipulation, label toggling, and transparency modification. This novel tool may alter LSB training paradigms.

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Impact of the COVID-19 Pandemic on Career Intention Among Undergraduate Medical Students: A Single-center Cross-Sectional Study in Hubei Province

10.21203/rs.3.rs-622888/v1 ◽

2021 ◽

Author(s):

Xue-lin Wang ◽

Ming-xiu Liu ◽

Shuai Peng ◽

Lei Yang ◽

Chen Lu ◽

...

Keyword(s):

Medical Students ◽

Health Worker ◽

Large Scale ◽

Career Planning ◽

Limited Information ◽

Undergraduate Medical Students ◽

Career Intentions ◽

Cross Sectional ◽

Career Intention ◽

The Impact

Abstract Background：Undergraduate medical (UM) students faced the realities of the difficulties inherent in medical careers due to the coronavirus 2019 (COVID-19) outbreak. Thus imperative containment measures could affect UM students’ career intentions. There is limited information regarding the factors potentially associated with these students’ career change intentions.Methods：we conducted a cross-sectional survey to investigate the impact of the COVID-19 pandemic on career intention and the associated factors in UM students in August 2020. Univariate analyses and logistic regression analysis were used to identify the factors that contributed to any change of career intention.Results: A total of 2,040 medical students were contained from Hubei University of Medicine. The change of career intention was related to grade, attitude towards being a health worker and the impact of the COVID-19 pandemic.Conclusions: Changes in career intentions were particularly influenced by grade, attitude towards being a health worker, and the degree of COVID-19’s impact on the participants’ lives. Treating large-scale public health emergencies in rational way, setting up correct views of occupation choice and building reasonable career planning may reduce the loss of medical talents.

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Student led outreach workshops to promote Basic Life Support

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1250 ◽

2021 ◽

pp. 1-19

Author(s):

Sadia Ahsin ◽

Madiha Imran ◽

Ammad Fahim ◽

Liaquat Hussain

Keyword(s):

Medical Students ◽

Life Support ◽

Qualitative Assessment ◽

Structured Interviews ◽

Substantial Impact ◽

Self Confidence ◽

Education Commission ◽

Hands On ◽

Quasi Experimental ◽

The Impact

Abstract Objectives: Primary aim of this project was to provide BLS training to staff, students and faculty of higher educational institutes of Rawalpindi and Islamabad (twin cities in Punjab, Pakistan) through pre-trained medical students. Secondary aim of the study project was to qualitatively record the impact of community training on student facilitators who conducted BLS workshops, through semi structured interviews. Methods: A mixed method Quasi experimental study was carried out at Foundation University Islamabad in collaboration with Higher Education Commission of Pakistan from 2015 to 2018. BLS trained 120 volunteer medical students were divided in 20 teams to visit and provide hands-on training to 20 educational institutes with 45-50 participants each. These participants completed pre and post training questionnaires, whereas, student trainers went through post training semi structured interviews. Quantitative analysis of participants pre and post training responses was done using SPSS 21. Qualitative assessment of impact on students was done through constant comparative analysis of transcripts. Results: A total of 675 participants including students, faculty and staff received hands on BLS training. Questionnaire based analysis of participants BLS knowledge showed >99% improvement (p < 0.001) after training. Main recurring themes identified in transcribed student interviews were, opportunity to improve self-confidence and technical skill. Conclusion: Hands on training sessions conducted by pre-trained medical students not only resulted in improvement in BLS knowledge of participants at various educational institutes but also had substantial impact on student trainers self-confidence and technique. Continuous...

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Hybrid Surgical Simulator: A Temporal Bone Simulator Validation Study of the Stryker Surgical Simulator (S3)

Military Medicine ◽

10.1093/milmed/usaa178 ◽

2020 ◽

Vol 185 (11-12) ◽

pp. e2026-e2031

Author(s):

Charles Meyer ◽

Francine Noda ◽

Craig R Folsom

Keyword(s):

Temporal Bone ◽

Content Validity ◽

Haptic Feedback ◽

Surgical Simulation ◽

Subjective Evaluation ◽

Face Validity ◽

Task Completion ◽

Surgical Simulator ◽

Surgical Performance ◽

Training Tool

ABSTRACT Introduction The Stryker Surgical Simulator is a hybrid, temporal bone simulator that uses both tactile and haptic feedback combined with a computer interface. We sought to validate this simulator as an otolaryngology resident training tool for performing tympanomastoidectomy. Materials and Methods 15 residents and staff performed five basic cortical mastoidectomies. Staff surgeons comprised the “expert” cohort and resident surgeons comprised the “trainee” cohort. Subjective evaluation of the face validity and content validity was assessed via pre- and postquestionnaires. Objective evaluation of content validity was assessed through grading of each temporal bone dissection specimen, comparing time to task completion, and calculating the rate of injury to critical structures. Study approved by the Institutional Review Board (2013.0001). Results Post hoc questionnaires showed that both staff and residents subjectively rated the simulator favorably on face validity, content validity, and all global assessment categories, though there were no significant distinctions between groups (P > 0.05). The resident group had a significantly longer drilling time compared with the staff group throughout the series of tympanomastoidectomies (P = 0.008), and both groups showed a decrease in time to task completion with repetitive drilling. However, there were no significant differences in surgical performance as evaluated by a blinded senior neurotologist (P = 0.52). There were also no critical injuries recorded by the simulator in any of the 75 trials, preventing any evaluation on this measure. Conclusions Despite favorable subjective evaluations by both staff and residents, objective discrimination between experienced and novice participants was not achieved. This was likely in part due to inherent design flaws of the simulator. This emphasizes the potential shortcomings of surgical simulation models for highly technical procedures and points to the importance of intensive study and validation prior to incorporation of commercial training models into surgical training programs.

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Impact of temporal bone dissection on the understanding anatomy of the ear among medical students

International Journal of Otorhinolaryngology and Head and Neck Surgery ◽

10.18203/issn.2454-5929.ijohns20184365 ◽

2018 ◽

Vol 4 (6) ◽

pp. 1489

Author(s):

K. C. Prasad ◽

Prathyusha K. ◽

Shreeharsha Maruvala ◽

Harshita T. R. ◽

Indu Varsha Gopi ◽

...

Keyword(s):

Medical Students ◽

Temporal Bone ◽

Three Dimensional ◽

Operative Procedures ◽

Research Centre ◽

Medical College ◽

Group I ◽

Group Ii ◽

Temporal Bones ◽

The Impact

The aim was to study the impact of temporal bone dissection demonstrations on understanding anatomy of the ear among medical students. During a period of six months from October 2017 to March 2018, 10 cadaveric temporal bones dissections were demonstrated using ZEISS microscope and in the presence of medical students headed by a Consultant Otolaryngologist in the department of ENT, Sri Devaraj URS Medical College and Research Centre, Kolar. Anatomy of the middle ear and inner ear and various operative procedures were demonstrated. The students were divided into 2 groups. Group I comprised students who attended the temporal bone dissection and Group II included those who didn’t attend dissection. After the session both the groups were assessed by the consultant. Scores were given to the group individuals based on the ability to answer the questions. 10 Temporal bone dissections were demonstrated in 6 months period to medical students who were divided into 2 groups based on their attendance of the demonstration. The students of both groups were assessed. Scores were given by Likert scale-5point scale question. The results of our study proved that those students who attended the temporal bone dissection (Group-I) had better understanding of the anatomy and operative procedures of the ear as compared to students in group II. Demonstration of temporal bone dissection to the medical students had a good impact on their understanding of the three dimensional anatomy of the ear.

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Influence of Virtual Reality Technology on Clinical Thinking Cultivation of Medical Students

Journal of Healthcare Engineering ◽

10.1155/2021/8004883 ◽

2021 ◽

Vol 2021 ◽

pp. 1-8

Author(s):

Yuying Wang

Keyword(s):

Virtual Reality ◽

Medical Students ◽

Clinical Reasoning ◽

Clinical Learning Environment ◽

Model Framework ◽

Virtual Reality Technology ◽

Medical Theory ◽

Clinical Thinking ◽

Constituent Elements ◽

The Impact

Clinical thinking is not only the basis and premise of clinical reasoning and decision-making, but the necessary quality to cultivate reliable, responsible, and emotional excellent doctors. Virtual reality technology provides a real clinical learning environment for medical students, which can bridge the gap between medical theory and medical practice and save educational resources. Virtual reality is helpful to cultivate medical students’ clinical thinking and prepare for their clinical practice. Through the deconstruction of clinical thinking, this paper determines the connotation and constituent elements of clinical thinking, puts forward the model framework for virtual reality technology to promote the development of medical students’ clinical thinking, and explains the impact of virtual reality technology on the development of medical students’ clinical thinking, clinical reasoning, and critical thinking from the aspects of virtual reality situation, teaching activities, and virtual reality characteristics.

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Impact of desktop virtual reality on system usability : a case study of online consumer survey using a VR integrated decision support system

10.32469/10355/5800 ◽

2004 ◽

Author(s):

◽

So-Yeon Yoon

Keyword(s):

Virtual Reality ◽

Technology Acceptance ◽

Interaction Process ◽

Ease Of Use ◽

Perceived Usefulness ◽

Future Research ◽

Consumer Survey ◽

System Usability ◽

Desktop Vr ◽

The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Previous research has established that virtual reality (VR) technology provides users a unique user-system interaction. However, little research has been conducted to understand how VR technology contributes to system usability within specific contexts. The current research investigates how users perceive desktop VR differently from conventional 2D graphics and how system usability is affected by the user-system interaction process within a VR system. The impact of desktop VR on system usability was empirically examined from an integrated view of technology acceptance in information systems and human-computer interaction. This research tested a model of the user-system interaction process (perceived ease of use, perceived usefulness, and presence) and outcomes measured by system usability dimensions (satisfaction and decision confidence) for a VR system. Data were collected to compare the process and outcomes of using a VR system and a conventional 2D system to engage in a consumer survey. In addition, how user characteristics affect user-system interaction while using a VR system was examined. The results largely support the proposition that VR technology provides system usability with significantly higher perceived usefulness and presence than do the conventional 2D formats. The current work provides new knowledge about usability, sense of presence and technology acceptance in desktop VR and provides insights for future research with and predicted applications of desktop VR.

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A Brief Survey Of The Impact Of Restructuring Of Clinical Placement And Education Delivery For Medical Students In 5 Boroughs Partnership Nhs Foundation Trust

European Psychiatry ◽

10.1016/j.eurpsy.2016.01.1586 ◽

2016 ◽

Vol 33 (S1) ◽

pp. S437-S437

Author(s):

S. Kumar ◽

A. Baldwin

Keyword(s):

Medical Students ◽

Recruitment Rate ◽

Structured Learning ◽

Attendance Rate ◽

Survey Tool ◽

The United Kingdom ◽

Hands On ◽

Competing Interest ◽

Education Delivery ◽

The Impact

IntroductionIn the United Kingdom, a drive has been initiated to duly attract and recruit medical student into career psychiatry. However, most medical students attending university find the psychiatry lacks structure and organised model in teaching delivery.As a result, many medical students put off earlier on in their studies by psychiatry.AimWe wanted to test the above hypothesis with the introduction of structure by allocating de-centralised teaching and hands on clinical experience for medical students.MethodThe collective survey tool is devised to reflect the needs of medical students with de-centralised teaching separate but to complement university studies. This included introduction of induction package, set out syllabus, structured learning sessions. The results of the feedback from the medical students were collated and the results are discussed.DiscussionThe results indicate the success of the decentralized and borough based teaching, with improved interest in psychiatry and higher attendance rate. The feedback has been positive, and efforts of the tutors have been appreciated. Whether this will translate into higher recruitment rate number is to be seen.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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The Impact of a Structured Virtual Reality Simulation Training Curriculum for Novice Endoscopists

GE Portuguese Journal of Gastroenterology ◽

10.1159/000519927 ◽

2021 ◽

pp. 1-8

Author(s):

Sofia Silva Mendes ◽

Miguel Areia ◽

Mário Dinis Ribeiro ◽

Carla Rolanda

Keyword(s):

Virtual Reality ◽

Technical Skills ◽

Current Evidence ◽

Training Curriculum ◽

Cognitive Component ◽

Technical Performance ◽

Prospective Multicentre Study ◽

Hands On ◽

Skills Learning ◽

The Impact

Background: Current evidence supports the use of virtual reality (VR) simulation-based training for novice endoscopists. However, there is still a need for a standardized induction programme which ensures sufficient preparation, with knowledge and basic skills, before their approach to patient-based training. We designed a structured progressive programme in upper endoscopy and colonoscopy and aimed to determine its impact on cognitive and technical performance. Methods: Prospective, multicentre study, focused on “Endoscopy I, 2018,” a course with a theoretical and a hands-on module (20 h) in the GI Mentor II®. Gastroenterology residents of the 1st year were enrolled. A pre-test and test were applied to evaluate the cognitive component, and a pre-training and post-training esophagogastroduodenoscopy (EGD) and colonoscopy VR cases were used to evaluate the technical component. The hands-on training included psychomotor exercises (Navigation I, Endobubble I), 4 EGD, and 4 colonoscopy VR cases. The metrics applied for technical skills evaluation were time to reach the second portion of duodenum (D2)/cecum (seconds), efficiency of screening (%), and time the patient was in pain (%). Results: Twenty-three participants were included, majority female (67%), 26 ± 0.7 years old. Comparing the pre-test versus test, the cognitive score significantly improved (11/15 vs. 14/15; p < 0.001). Considering the technical assessment after training: in EGD, the time to D2 was significantly lower (193 vs. 63 s; p < 0.001), and the efficiency of screening significantly better (64 vs. 91%; p < 0.001); in colonoscopy, the time to reach the cecum was significantly lower (599 vs. 294 s; p = 0.001), the time the patient was in pain was significantly lower (27 vs. 10%; p = 0.005), and the efficiency of screening had a tendency towards improvement (50 vs. 68%; p = 0.062). Conclusion: The proposed training curriculum in basic endoscopy for novices is aligned with international recommendations and demonstrated a significant impact on cognitive and technical skills learning achievements.

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