Augmented Reality to Teach Arthroscopic Shoulder Surgery in Developing Countries

Stetson, William B.; Polinsky, Samuel; Morgan, Stephanie; Goldhaber, Nicole H.

doi:10.1016/j.arthro.2020.12.085

Cited by 3 publications

(3 citation statements)

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“…Ponce et al 3 coined the term "virtual interactive presence" (or "VIP") as the ability to connect remote health care providers with patients or other providers through audio and video technology, without direct contact. 1 Tele-mentoring, a concept within telehealth, involves an expert physician guiding another physician at a different geographic location. Telementoring has multiple real-world benefits but has undergone minimal evaluation in surgical training and education.…”

Section: Discussionmentioning

confidence: 99%

“…Only about 6% of the world's surgical procedures occur in developing nations. 1 It is estimated that 18.6 million persons die each year from a lack of access to safe surgery, more than the number of deaths from human immunodeficiency virus, tuberculosis, and malaria combined. High-quality health care and surgical training are in demand everywhere.…”

Section: Discussionmentioning

confidence: 99%

“…Telesurgery mentoring can facilitate the collaborative efforts of improving both arthroscopic and open surgical teaching methods through virtual, visual, and audio interactions in the operating room, regardless of geographic boundaries. Stetson et al 1 (2021) determined that telementoring using augmented reality was a reliable and effective tool for teaching shoulder arthroscopy to remote surgeons in Romania, Serbia, and Bosnia.…”

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confidence: 99%

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The Use of Telesurgery Mentoring and Augmented Reality to Teach Arthroscopy

Stetson

Polinsky

Dilbeck

et al. 2022

Arthroscopy Techniques

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Surgical teaching methods may be enhanced with telesurgery mentoring technology through virtual, visual, and audio interactions in the operating room, irrespective of geographic restrictions. The use of telesurgery mentoring carries the potential for accelerated learning in arthroscopic and surgical education. A telesurgery platform enables the establishment of a global network of surgeons with the goal of bridging gaps in surgical training via an accessible, cost-effective communication pathway. Specifically, such a platform allows a local surgeon to deliver real-time and live virtual assistance to a remote surgeon over a standard internet connection and removes the geographic barriers that prevent the practice of high-quality surgical care, thereby expanding virtual surgical collaboration. The purpose of our study is to describe our technique of telesurgery mentoring using a telesurgery internet platform (SurgTime; www. surgtime.com) and its applicability to teaching arthroscopic surgery skills both within the United States and in developing countries across the globe.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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The Use of Telesurgery Mentoring and Augmented Reality to Teach Arthroscopy

Stetson

Polinsky

Dilbeck

et al. 2022

Arthroscopy Techniques

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International comparative analysis to understand the capacity for arthroscopy training and practice in developing countries

et al. 2023

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Purpose Arthroscopy is an efficacious and popular treatment modality in developed nations for a variety of musculoskeletal conditions. However, arthroscopy requires specialized training, complex infrastructure, and expensive equipment, occasionally causing barriers to use in developing countries. Consequently, the utilization of resources to perform and teach arthroscopy in low- and middle-income countries (LMICs) is controversial. Through this investigation, we assessed the current capacity and barriers to arthroscopy use and training in these settings. Methods Focused interviews were conducted with surgeons from Haiti (low-income) and Romania (middle-income) regarding their experience with arthroscopy. Based on responses, a multiple-choice survey was developed and administered to orthopaedic trainees and practicing orthopaedic surgeons during national orthopaedics conferences in each country. Results Fifty-eight orthopaedists in Haiti, and 29 in Romania completed the survey. Most (91% from Haiti; 79% from Romania) reported that learning arthroscopy is essential or important for orthopaedic training in their country. Yet only 17% from Haiti compared to 69% from Romania indicated their primary hospital has the equipment necessary for arthroscopy. In Haiti, equipment was the main barrier to use of arthroscopy, followed by training, while in Romania, the main barrier was training, followed by equipment. Simulations and telemedicine were ranked as top choices of effective methods for learning arthroscopy. Conclusions Regardless of their country’s resource limitations, most participants place high value on the practice of arthroscopy and arthroscopic training. The results from this study highlight a hierarchy of needs in developing nations. Furthermore, local providers report a strong belief in the need for arthroscopic treatment to benefit their patients, and a clear desire for further training and development of these techniques. By identifying similarities and differences by location, we may better tailor global orthopaedic training initiatives and partnerships in LMICs.

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