Purpose Virtual reality (VR) simulation has the potential to advance surgical education, procedural planning, and intraoperative guidance. “SurgiSim” is a VR platform developed for the rehearsal of complex procedures using patient-specific anatomy, high-fidelity stereoscopic graphics, and haptic feedback. SurgiSim is the first VR simulator to include a virtual operating room microscope. We describe the process of designing and refining the VR microscope user experience (UX) and user interaction (UI) to optimize surgical rehearsal and education. Methods Human-centered VR design principles were applied in the design of the SurgiSim microscope to optimize the user’s sense of presence. Throughout the UX’s development, the team of developers met regularly with surgeons to gather end-user feedback. Supplemental testing was performed on four participants. Results Through observation and participant feedback, we made iterative design upgrades to the SurgiSim platform. We identified the following key characteristics of the VR microscope UI: overall appearance, hand controller interface, and microscope movement. Conclusion Our design process identified challenges arising from the disparity between VR and physical environments that pertain to microscope education and deployment. These roadblocks were addressed using creative solutions. Future studies will investigate the efficacy of VR surgical microscope training on real-world microscope skills as assessed by validated performance metrics.
The use of 3D web-based models allows researchers to explore interesting characteristics searching for the increase of quality in the anatomy education. This chapter aims to present the design of a serious game for human anatomy education that can assist the students in the understanding of the anatomical structures as well as the relationship between them in a virtual environment. The digital game design and development was carried out in partnership with specialists in human anatomy for the study of the lower limb bones (skeletal system), vessels and arteries (cardiovascular system), and lower limb skeletal muscles (muscular system). A case study was performed with students of physiotherapy undergraduate program in the course of anatomy through usability assessment techniques. Based on the results obtained it was possible to identify fundamental and innovative features that have to be present in the design of serious games for the teaching of health sciences.
Background Otolaryngology–head and neck surgical (OHNS) trainees’ operating exposure is supplemented by a combination of didactic teaching, textbook reading, and cadaveric dissections. Conventional teaching, however, may not adequately equip trainees with an understanding of complex visuospatial relationships of the middle ear. Both face and content validation were assessed of a novel three-dimensional (3D) photorealistic virtual ear simulation tool underwent face and content validation as an educational tool for OHNS trainees. Methods A three-dimensional mesh reconstruction of open access imaging was generated using geometric modeling, which underwent global illumination, subsurface scattering, and texturing to create photorealistic virtual reality (VR) ear models were created from open access imaging and comiled into a educational platform. This was compiled into an educational VR platform which was explored to validate the face and content validity questionnaires in a prospective manner. OHNS post-graduate trainees were recruited from University of Toronto and University of Calgary OHNS programs. Participation was on a voluntary basis. Results Total of 23 OHNS post-graduate trainees from the two universities were included in this study. The mean comfort level of otologic anatomy was rated 4.8 (± 2.2) out of 10. Senior residents possessed more otologic surgical experience (P < 0.001) and higher average comfort when compared to junior residents [6.7 (± 0.7) vs. 3.6 (± 1.9); P = 0.001]. Face and content validities were achieved in all respective domains with no significant difference between the two groups. Overall, respondents believed OtoVIS was a useful tool to learn otologic anatomy with a median score of 10.0 (8.3–10.0) and strongly agreed that OtoVIS should be added to OHNS training with a score of 10.0 (9.3–10.0). Conclusions OtoVIS achieved both face and content validity as a photorealistic VR otologic simulator for teaching otologic anatomy in the postgraduate setting. As an immersive learning tool, it may supplement trainees’ understanding and residents endorsed its use. Graphical Abstract
The use of 3D web-based models allows researchers to explore interesting characteristics searching for the increase of quality in the anatomy education. This chapter aims to present the design of a serious game for human anatomy education that can assist the students in the understanding of the anatomical structures as well as the relationship between them in a virtual environment. The digital game design and development was carried out in partnership with specialists in human anatomy for the study of the lower limb bones (skeletal system), vessels and arteries (cardiovascular system), and lower limb skeletal muscles (muscular system). A case study was performed with students of physiotherapy undergraduate program in the course of anatomy through usability assessment techniques. Based on the results obtained it was possible to identify fundamental and innovative features that have to be present in the design of serious games for the teaching of health sciences.
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