Computer-assisted training and learning in surgery

Gorman, Paul J.; Meier, Andreas H.; Krummel, Thomas M.

doi:10.1002/1097-0150(2000)5:2<120::aid-igs6>3.0.co;2-l

Cited by 27 publications

(4 citation statements)

References 76 publications

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“…Our results were in line with previous studies that VR training provided a new opportunity for training novices at a fundamental stage. [10][11][12][13][14] Novices are able to learn fundamental skills from "errors" using VR. There is no longer a need for surgical trainees to practice their surgical skills on animals or even on patients at the early stage of surgical learning.…”

Section: Discussionmentioning

confidence: 99%

“…9 VR simulators have been playing an introductory role in training residents for laparoscopic, gastrointestinal, plastic, ophthalmological, dermatological, and laryngological procedures. [10][11][12][13][14] The aim of VR training is to enhance the surgical proficiency of novice surgeons from the "pure novice" to the "pretrained novice" level. 9 More important, simulation in surgery provided opportunities for novice surgeons to learn from errors in a safe environment.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Fundamental Robot-Assisted Surgical Proficiency by Using a Portable Virtual Simulator

et al. 2012

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Enhancing Fundamental Robot-Assisted Surgical Proficiency by Using a Portable Virtual Simulator

et al. 2012

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“…Traditionally, this format is often referred to as the "See one, do, one, teach one" model of medical learning (Dunn, 2004;Eder-Van Hook, 2004;Gorman, Meier, & Krummel, 2000;Wayne et al, 2006;Yaeger et al, 2004). Referring to the "See one, do, one, teach one" model, Vozenilek, Huff, Reznek, and Gordon (2004) commented: Medical educators are under considerable societal pressure and budgetary constraints to enhance the quality of medical education and the safety of medical care.…”

Section: Changes In Medical Educationmentioning

confidence: 99%

Lessons Learned From an Evaluation of Serious Gaming as an Alternative to Mannequin-Based Simulation Technology: Randomized Controlled Trial (Preprint)

Benda¹,

Kellogg²,

Fairbanks³

et al. 2020

Preprint

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BACKGROUND The use of new technology like virtual reality, e-learning, and serious gaming can offer novel, more accessible options that have been demonstrated to have improved learning outcomes. OBJECTIVE The aim of this study was to compare the educational effectiveness of a serious game-based simulation training to traditional mannequin-based simulation training, and to determine the perception of physicians and nurses. We used an obstetric use case, electronic fetal monitoring (EFM) interpretation and decision-making, for our assessment. METHODS This study utilized a mixed methods approach to evaluate the effectiveness of the new, serious game-based training method and assess participants’ perceptions of the training. Participants were randomized to traditional simulation training in a center with mannequins or serious game training. They then participated in an obstetrical in-situ simulation scenario to assess their learning. Participants also completed a post-training perceptions questionnaire. RESULTS The primary outcome measure for this study was the participants’ performance in an in-situ mannequin-based simulation scenario, which occurred post-training following a wash-out period. No significant statistical differences were detected between the mannequin-based and the serious game based-groups in overall performance, although the study was not sufficiently powered to conclude non-inferiority. The survey questions were tested for significant differences in participant perceptions of the educational method but none were found. Qualitative participant feedback reveals important areas for improvement with a focus on game realism. CONCLUSIONS The serious game training tool developed has potential utility in providing education to those without access to large simulation centers, however further validation is needed to demonstrate if this tool is as effective as mannequin-based simulation. CLINICALTRIAL Not applicable.

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“…A potential new avenue of education delivery that is expected to complement the predominate surgical learning styles is the use of virtual reality (20)(21)(22). in plastic surgery training should incorporate learning style as a variable of comparison.…”

Section: Researchmentioning

confidence: 99%

The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

Boehm¹,

McGuire²,

Samargandi³

et al. 2019

UOJM

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Objectives: The transition to competency-based education and restraints on trainee work hours necessitates re-evaluation of resident education. The role of learning style in plastic surgery residency training has not been investigated. The objective of this study was to identify the learning styles of plastic surgeons and trainees in Canadian Plastic Surgery programs. Methods: A cross-sectional electronic survey was distributed to all members of the Canadian Society of Plastic Surgeons and through program directors at Canadian training programs. Basic demographics were captured. The Kolb Learning Style Inventory was used to identify each individual’s learning style (converging, accommodative, assimilative, or divergent). Results: There were a total of 98 respondents (15% response rate), including 62 staff plastic surgeons (63%) and 36 trainees (37%). All regions of Canada and age categories were well represented. The most dominant learning styles were convergent (47%) and accommodative (29%). No significant difference in dominant learning styles existed between age groups; while males were more commonly convergent learners, females were accommodative learners. Conclusions: The majority of plastic surgery trainees and staff have learning styles that rely heavily on practical application and experiential learning. Accounting for this propensity towards convergent and accommodative learning styles should be incorporated into training programs to maximize efficacy of learning.

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Computer-assisted training and learning in surgery

Cited by 27 publications

References 76 publications

Enhancing Fundamental Robot-Assisted Surgical Proficiency by Using a Portable Virtual Simulator

Enhancing Fundamental Robot-Assisted Surgical Proficiency by Using a Portable Virtual Simulator

Lessons Learned From an Evaluation of Serious Gaming as an Alternative to Mannequin-Based Simulation Technology: Randomized Controlled Trial (Preprint)

The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

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