Work-in-Progress–—Is Virtual Reality Simulation Ineffective for Skill Acquisition Training?

Author(s):  
Museok Jeong ◽  
Sungmin Lim ◽  
Taehyeong Lim ◽  
Jeeheon Ryu
2013 ◽  
Vol 257 (6) ◽  
pp. 1025-1031 ◽  
Author(s):  
Anthony G. Gallagher ◽  
Neal E. Seymour ◽  
Julie-Anne Jordan-Black ◽  
Brendan P. Bunting ◽  
Kieran McGlade ◽  
...  

2021 ◽  
Vol 54 (4) ◽  
pp. 254-260
Author(s):  
And Yara Particelli Gelmini ◽  
Márcio Luís Duarte ◽  
André Moreira de Assis ◽  
Josias Bueno Guimarães Junior ◽  
Francisco César Carnevale

Abstract The aim of this study was to compare virtual reality simulation with other methods of teaching interventional radiology. We searched multiple databases-Cochrane Library; Medline (PubMed); Embase; Trip Medical; Education Resources Information Center; Cumulative Index to Nursing and Allied Health Literature; Scientific Electronic Library Online; and Latin-American and Caribbean Health Sciences Literature-for studies comparing virtual reality simulation and other methods of teaching interventional radiology. This systematic review was performed in accordance with the criteria established by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Best Evidence Medical Education (BEME) Collaboration. Eligible studies were evaluated by using the quality indicators provided in the BEME Guide No. 11 and the Kirkpatrick model of training evaluation. After the eligibility and quality criteria had been applied, five randomized clinical trials were included in the review. The Kirkpatrick level of impact varied among the studies evaluated, three studies being classified as level 2B and two being classified as level 4B. Among the studies evaluated, there was a consensus that virtual reality aggregates concepts and is beneficial for the teaching of interventional radiology. Although the use of virtual reality has been shown to be effective for skill acquisition and learning in interventional radiology, there is still a lack of studies evaluating and standardizing the employment of this technology in relation to the numerous procedures that exist within the field of expertise.


Medicina ◽  
2021 ◽  
Vol 57 (2) ◽  
pp. 130
Author(s):  
Mohamed Elessawy ◽  
Mohamed Mabrouk ◽  
Thorsten Heilmann ◽  
Marion Weigel ◽  
Mohamed Zidan ◽  
...  

Background and objectives: The primary objective was to evaluate the benefit of training with virtual reality simulation. The secondary objective was to describe the short-term skill acquisition obtained by simulation training and to determine the factors affecting its magnitude. Materials and Methods: We prospectively performed a three-stage evaluation: face, constructive, and predictive to evaluate the training with a laparoscopic simulator with haptic feedback. The participants (n = 63) were divided according to their level of experience into three groups: 16% residents; 46% specialists and 38% were consultants. Results: Face evaluation demonstrates the acceptance of the design and realism of the tasks; it showed a median score of eight (IQR 3) on a Likert scale and 54% of participants (n = 34) gave the tissue feedback a moderate rating. Constructive evaluation demonstrates the improvement of the participants in the training session and the ability of the designed task to distinguish the experienced from the inexperienced surgeon based on the performance score, at task I (transfer of pegs) and II (laparoscopic salpingectomy). There was an improvement in both tasks with a significant increase in score and reduction in time. The study showed that those with a high score at the pre-test recorded a high score post-test, showing a significant pair-wise comparison (Z) and correlation (p) showing a significant statistical significance (p < 0.001). The predictive evaluation demonstrates the beneficiary effect of training four weeks afterward on the practice of surgeons addressed with five questions. It showed an improvement regarding implementation into daily routine, performance of procedure, suturing, shortening of the operative time, and complication management. Conclusions: Virtual reality simulation established high ratings for both realism and training capacity, including clinical relevance, critical relevance, and maintaining training enthusiasm.


2017 ◽  
Vol 18 (2) ◽  
pp. 89-96 ◽  
Author(s):  
Bridget Copson ◽  
Sudanthi Wijewickrema ◽  
Yun Zhou ◽  
Patorn Piromchai ◽  
Robert Briggs ◽  
...  

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