scholarly journals Proficiency From Immersion: A Human-Centered Design in Cross-Cultural Surgical Training

2021 ◽  
Vol 2 ◽  
Author(s):  
Meng Li ◽  
Sandeep Ganni ◽  
Armagan Albayrak ◽  
Anne F. Rutkowski ◽  
Daan van Eijk ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Cultural Difference ◽  
Professional Training ◽  
Skills Training ◽  
Human Centered Design ◽  
Pilot Studies ◽  
Laparoscopy Training ◽  
Mental Demand ◽  
Surgical Trainees ◽  
Laparoscopic Simulator

Ensuring surgeons are well-trained in various skills is of paramount importance to patient safety. Surgical simulators were introduced to laparoscopy training during the last 2 decades for basic skills training. The main drawback of current simulation-based laparoscopy training is their lack of true representation of the intro-operative experience. To create a complete surgical surrounding, the required amount of resources is demanding. Moreover, organizing immersive training with surgical teams burdens daily clinical routines. High-end virtual reality (VR) headsets bring an opportunity to generate an immersive virtual OR with accessible and affordable expenses. Pilot studies reveal that personalization and localization are key needs of the virtual operating room (VOR). They are therefore key in this study. The focus of this study was to explore the effect of different human factors, such as domain knowledge, culture, and familiarity of VR technologies, on the perception of VOR experience. A human-centered design approach was applied to investigate the presence and usability of a VOR. Sixty-four surgical practitioners joined the study in the Netherlands and India. The surgeons were referred to as “experts” and surgical trainees as “novices.” The VOR system we used is composed of a laparoscopic simulator, a graphic virtual OR surrounding, and an Oculus Rift VR headset. Participants conducted the “complete Lapchol” task with the VOR. Afterward, four questionnaires were used to collect subjective ratings on presence and usability. Participant’s qualitative feedback was collected using a semi-structural interview as the final stage. Results showed the surgical knowledge only affected perceived mental demand when using a VOR. The cultural difference would alter the rating on the majority of items in these questionnaires. VR experience mainly affected the judgment on presence including “quality of interface” and “reversible actions.” The interaction effects between surgical knowledge either with culture difference or with VR experience were obvious. This study demonstrated the influences of cultural differences on the perception of immersion and usability. Integrating immersive technologies such as virtual reality and augmented reality to human-centered design opens a brand new horizon for health care and similar professional training.

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

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.

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

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.

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

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.

scholarly journals The relevance of low-fidelity virtual reality simulators compared with other learning methods in basic endovascular skills training

2019 ◽  
Vol 69 (1) ◽  
pp. 227-235 ◽  
Author(s):  
Gina Aeckersberg ◽  
Asimakis Gkremoutis ◽  
Thomas Schmitz-Rixen ◽  
Erhard Kaiser
Keyword(s):  
Virtual Reality ◽  
Skills Training ◽  
Learning Methods ◽  
Endovascular Skills

scholarly journals Generation of a Panorama Compatible with the JPEG 360 International Standard Using a Single PTZ Camera

2021 ◽  
Vol 11 (22) ◽  
pp. 11019
Author(s):  
Faiz Ullah ◽  
Oh-Jin Kwon ◽  
Seungcheol Choi
Keyword(s):  
Virtual Reality ◽  
Professional Training ◽  
Wide Field ◽  
Entertainment Education ◽  
Jpeg Image ◽  
International Standard ◽  
Ptz Camera ◽  
Wide Field Of View ◽  
Image Acquisition System ◽  
Virtual And Augmented Reality

Recently, the JPEG working group (ISO/IEC JTC1 SC29 WG1) developed an international standard, JPEG 360, that specifies the metadata and functionalities for saving and sharing 360-degree images efficiently to create a more realistic environment in various virtual reality services. We surveyed the metadata formats of existing 360-degree images and compared them to the JPEG 360 metadata format. We found that existing omnidirectional cameras and stitching software packages use formats that are incompatible with the JPEG 360 standard to embed metadata in JPEG image files. This paper proposes an easy-to-use tool for embedding JPEG 360 standard metadata for 360-degree images in JPEG image files using a JPEG-defined box format: the JPEG universal metadata box format. The proposed implementation will help 360-degree cameras and software vendors provide immersive services to users in a standardized manner for various markets, such as entertainment, education, professional training, navigation, and virtual and augmented reality applications. We also propose and develop an economical JPEG 360 standard compatible panoramic image acquisition system from a single PTZ camera with a special-use case of a wide field of view image of a conference or meeting. A remote attendee of the conference/meeting can see the realistic and immersive environment through our PTZ panorama in virtual reality.

scholarly journals Immersive Virtual Reality Implementations in Developmental Psychology

2020 ◽  
Author(s):  
Paola Araiza-Alba ◽  
Therese Keane ◽  
Jennifer L Beaudry ◽  
Jordy Kaufman
Keyword(s):  
Virtual Reality ◽  
Neuropsychological Assessment ◽  
Real World ◽  
Developmental Psychology ◽  
Skills Training ◽  
Substantial Improvement ◽  
Immersive Virtual Reality ◽  
Virtual Reality Technology ◽  
The Real

In recent years, immersive virtual reality technology (IVR) has seen a substantial improvement in its quality, affordability, and ability to simulate the real world. Virtual reality in psychology can be used for three basic purposes: immersion, simulation, and a combination of both. While the psychological implementations of IVR have been predominately used with adults, this review seeks to update our knowledge about the uses and effectiveness of IVR with children. Specifically, its use as a tool for pain distraction, neuropsychological assessment, and skills training. Results showed that IVR is a useful tool when it is used either for immersive or simulative purposes (e.g., pain distraction, neuropsychological assessment), but when its use requires both simulation (of the real world) and immersion (e.g., a vivid environment), it is trickier to implement effectively.

Evaluation of a New Virtual Reality Concept Teaching K-Wire Drilling With Force Feedback Simulated Haptic in Orthopedic Skills Training

2021 ◽  
Author(s):  
Michaela Huber ◽  
Uwe Katzky ◽  
Karolina Müller ◽  
Markus Blätzinger ◽  
Wolfgang Goetz ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Force Feedback ◽  
Skills Training ◽  
Concept Teaching

Research and development of a mixed reality and haptic-based dental simulator for tooth preparation and its preliminary evaluation (Preprint)

2021 ◽  
Author(s):  
Yongsheng Zhou ◽  
Yaning Li ◽  
Hongqiang Ye ◽  
Siyu Wu ◽  
Xiaohan Zhao ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Force Feedback ◽  
Mixed Reality ◽  
Skills Training ◽  
Face Validity ◽  
Computer Hardware ◽  
Preparation Process ◽  
Novice Group ◽  
Tooth Preparation ◽  
Skilled Group

BACKGROUND Dental simulator is used in preclinical skills training and virtual reality is the main technology of it. With the development of XR technology, mixed reality appeared and it has significant advantage over virtual reality. OBJECTIVE This study intended to research and develop a mixed reality (MR) and haptic-based dental simulator for tooth preparation and preliminarily evaluate its face validity. METHODS A prototype of MR dental simulator for tooth preparation was innovatively developed by integrating the head-mounted display (HMD), special force feedback handles, foot pedal, computer hardware, and software program. Thirty-four participants were recruited and were divided into Novice group (N=17) and Skilled group (N=17) based on their clinical experience. All participants prepared a maxillary right central incisor for all ceramic crown in the dental simulator, and completed a questionnaire after the preparation to investigate their experience and evaluation toward the dental simulator in aspects of the hardware and software. RESULTS A prototype of MR dental simulator for tooth preparation (Unidental MR Simulator) was newly developed. 73.53% of the participants were satisfied with the overall experience in using Unidental MR Simulator. Over 90% of the participants agreed with that Unidental MR Simulator can stimulate their interest in learning and over 80 % of them were willing to use dental simulator Unidental MR Simulator for skills training in the future. The differences in the experience of the HMD, simulation of the dental instruments, realism of the force feedback of teeth, simulation of the tooth preparation process, overall experience of the simulator and attitudes toward the simulator between Novice group and Skilled group were not statistically significant (P>0.05). Novice group were more satisfied with the ease of use of the simulator. (P<0.05). The resolution of the HMD and the simulation of the preparation process had significant positive correlations with the overall using experience of the simulator (P<0.05). CONCLUSIONS The newly developed dental simulator for tooth preparation, Unidental MR simulator, has a good face validity. It can achieve a higher degree of similarity to the real clinical treatment environment by achieving position adjustment of patients, allowing users to have a better dental skill training experience.

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