Abstract:Virtual reality (VR) simulator has emerged as a laparoscopic surgical skill training tool that needs validation using brain–behavior analysis. Therefore, brain network and skilled behavior relationship were evaluated using functional near-infrared spectroscopy (fNIRS) from seven experienced right-handed surgeons and six right-handed medical students during the performance of Fundamentals of Laparoscopic Surgery (FLS) pattern of cutting tasks in a physical and a VR simulator. Multiple regression and path analys… Show more
“…Notably, a distinction can be made between "internal monitoring" of error based on a predictive forward modeling framework [103] and "external monitoring" of error based on the action in the environment. In our prior work [46], we presented a perception-action model for brain-behavior analysis of laparoscopic surgical skill training. We showed the importance of the efference copy information from the motor cortices to the prefrontal cortex for postulated left-lateralized perceptual decision-making to reduce behavioral variability.…”
Section: Introductionmentioning
confidence: 99%
“…We showed the importance of the efference copy information from the motor cortices to the prefrontal cortex for postulated left-lateralized perceptual decision-making to reduce behavioral variability. Figure 1a shows the proposed perception-action link [46], where our optode montage (shown in Fig. 1b) captured the dorsal stream for action starting from action selection in the dorsolateral prefrontal cortex (PFC) to action sequencing in the supplementary motor area (SMA) to action performance in the primary motor cortex (PMC).…”
Section: Introductionmentioning
confidence: 99%
“…d Experimental setup in the laboratory with the subject performing the FLS "suturing and intracorporeal knot-tying" task (FLS complex task) Fig. 1 continued and action [34] that we presented in our prior work [46]. Relying on the sensory error feedback ("external monitoring" of error) does not allow preemptive error correction that is expected in skilled behavior so a forward (internal) model is expected to make sensory error predictions ("internal monitoring" of error) that can be used to continually update forthcoming motor commands [85] for error correction.…”
Error-based learning is one of the basic skill acquisition mechanisms that can be modeled as a perception–action system and investigated based on brain–behavior analysis during skill training. Here, the error-related chain of mental processes is postulated to depend on the skill level leading to a difference in the contextual switching of the brain states on error commission. Therefore, the objective of this paper was to compare error-related brain states, measured with multi-modal portable brain imaging, between experts and novices during the Fundamentals of Laparoscopic Surgery (FLS) “suturing and intracorporeal knot-tying” task (FLS complex task)—the most difficult among the five psychomotor FLS tasks. The multi-modal portable brain imaging combined functional near-infrared spectroscopy (fNIRS) and electroencephalography (EEG) for brain–behavior analysis in thirteen right-handed novice medical students and nine expert surgeons. The brain state changes were defined by quasi-stable EEG scalp topography (called microstates) changes using 32-channel EEG data acquired at 250 Hz. Six microstate prototypes were identified from the combined EEG data from experts and novices during the FLS complex task that explained 77.14% of the global variance. Analysis of variance (ANOVA) found that the proportion of the total time spent in different microstates during the 10-s error epoch was significantly affected by the skill level (p < 0.01), the microstate type (p < 0.01), and the interaction between the skill level and the microstate type (p < 0.01). Brain activation based on the slower oxyhemoglobin (HbO) changes corresponding to the EEG band power (1–40 Hz) changes were found using the regularized temporally embedded Canonical Correlation Analysis of the simultaneously acquired fNIRS–EEG signals. The HbO signal from the overlying the left inferior frontal gyrus—opercular part, left superior frontal gyrus—medial orbital, left postcentral gyrus, left superior temporal gyrus, right superior frontal gyrus—medial orbital cortical areas showed significant (p < 0.05) difference between experts and novices in the 10-s error epoch. We conclude that the difference in the error-related chain of mental processes was the activation of cognitive top-down attention-related brain areas, including left dorsolateral prefrontal/frontal eye field and left frontopolar brain regions, along with a ‘focusing’ effect of global suppression of hemodynamic activation in the experts, while the novices had a widespread stimulus(error)-driven hemodynamic activation without the ‘focusing’ effect.
“…Notably, a distinction can be made between "internal monitoring" of error based on a predictive forward modeling framework [103] and "external monitoring" of error based on the action in the environment. In our prior work [46], we presented a perception-action model for brain-behavior analysis of laparoscopic surgical skill training. We showed the importance of the efference copy information from the motor cortices to the prefrontal cortex for postulated left-lateralized perceptual decision-making to reduce behavioral variability.…”
Section: Introductionmentioning
confidence: 99%
“…We showed the importance of the efference copy information from the motor cortices to the prefrontal cortex for postulated left-lateralized perceptual decision-making to reduce behavioral variability. Figure 1a shows the proposed perception-action link [46], where our optode montage (shown in Fig. 1b) captured the dorsal stream for action starting from action selection in the dorsolateral prefrontal cortex (PFC) to action sequencing in the supplementary motor area (SMA) to action performance in the primary motor cortex (PMC).…”
Section: Introductionmentioning
confidence: 99%
“…d Experimental setup in the laboratory with the subject performing the FLS "suturing and intracorporeal knot-tying" task (FLS complex task) Fig. 1 continued and action [34] that we presented in our prior work [46]. Relying on the sensory error feedback ("external monitoring" of error) does not allow preemptive error correction that is expected in skilled behavior so a forward (internal) model is expected to make sensory error predictions ("internal monitoring" of error) that can be used to continually update forthcoming motor commands [85] for error correction.…”
Error-based learning is one of the basic skill acquisition mechanisms that can be modeled as a perception–action system and investigated based on brain–behavior analysis during skill training. Here, the error-related chain of mental processes is postulated to depend on the skill level leading to a difference in the contextual switching of the brain states on error commission. Therefore, the objective of this paper was to compare error-related brain states, measured with multi-modal portable brain imaging, between experts and novices during the Fundamentals of Laparoscopic Surgery (FLS) “suturing and intracorporeal knot-tying” task (FLS complex task)—the most difficult among the five psychomotor FLS tasks. The multi-modal portable brain imaging combined functional near-infrared spectroscopy (fNIRS) and electroencephalography (EEG) for brain–behavior analysis in thirteen right-handed novice medical students and nine expert surgeons. The brain state changes were defined by quasi-stable EEG scalp topography (called microstates) changes using 32-channel EEG data acquired at 250 Hz. Six microstate prototypes were identified from the combined EEG data from experts and novices during the FLS complex task that explained 77.14% of the global variance. Analysis of variance (ANOVA) found that the proportion of the total time spent in different microstates during the 10-s error epoch was significantly affected by the skill level (p < 0.01), the microstate type (p < 0.01), and the interaction between the skill level and the microstate type (p < 0.01). Brain activation based on the slower oxyhemoglobin (HbO) changes corresponding to the EEG band power (1–40 Hz) changes were found using the regularized temporally embedded Canonical Correlation Analysis of the simultaneously acquired fNIRS–EEG signals. The HbO signal from the overlying the left inferior frontal gyrus—opercular part, left superior frontal gyrus—medial orbital, left postcentral gyrus, left superior temporal gyrus, right superior frontal gyrus—medial orbital cortical areas showed significant (p < 0.05) difference between experts and novices in the 10-s error epoch. We conclude that the difference in the error-related chain of mental processes was the activation of cognitive top-down attention-related brain areas, including left dorsolateral prefrontal/frontal eye field and left frontopolar brain regions, along with a ‘focusing’ effect of global suppression of hemodynamic activation in the experts, while the novices had a widespread stimulus(error)-driven hemodynamic activation without the ‘focusing’ effect.
“…Specifically, changes that accompany visuomotor learning can include decrease in the PFC activation while increased activation at the primary and secondary motor regions, the cerebellum and the posterior parietal cortex (James et al, 2013). Then, visuomotor learning in a novel environment, e.g., in the case of laparoscopic surgery, will need perceptual learning (Kamat et al, 2022a) that involves other brain networks (Dosenbach et al, 2007) such as dorsal attention network for visuospatial awareness and the salience network to direct attention to relevant stimuli, e.g., visuomotor task-errors. Therefore, appropriate brain targets for tDCS need to be selected from the nodes of the brain networks (Bressler and Menon, 2010) that are directly associated with the performance and learning of the specific visuomotor skill, viz., laparoscopic suturing with intracorporeal knot tying task (Walia et al, 2022b) in our current study.…”
Section: Introductionmentioning
confidence: 99%
“…functional near-infrared spectroscopy (fNIRS) (Nemani et al, 2018) and electroencephalography (EEG) (Ciechanski et al, 2019), and relating the brain activation changes to behavior can provide mechanistic insights. In particular, a distinction can be made between based on a predictive forward modeling framework (Wolpert and Miall, 1996) that can be modeled as error perception corrective action coupling (Kamat et al, 2022a;Walia et al, 2022a). Then, tDCS may facilitate mparator system in the cerebellum (Tanaka et al, 2020;Welniarz et al, 2021) event is sensed to drive the attention reorientation for skilled corrective action (Walia et al, 2022a).…”
Transcranial direct current stimulation (tDCS) has been shown to facilitate surgical training and performance when compared to sham tDCS; however, the potency may be improved by selecting appropriate brain targets based on neuroimaging and mechanistic insights. Published studies have shown the feasibility of portable brain imaging in conjunction with tDCS during Fundamentals of Laparoscopic Surgery (FLS) tasks for concurrently monitoring the cortical activations via functional near-infrared spectroscopy (fNIRS). Then, fNIRS can be combined with electroencephalogram (EEG) where EEG band power changes have been shown to correspond to the changes in oxyhemoglobin (HbO) concentration, found from the fNIRS. In principal accordance with these prior works, our current study aimed to investigate multi-modal imaging of the brain response to cerebellar (CER) and ventrolateral prefrontal cortex (PFC) tDCS that may facilitate the most complex FLS suturing with intracorporal knot tying task. Our healthy human study on twelve novices (age: 22-28 years, 2 males, 1 female with left-hand dominance) from medical/premedical backgrounds aimed for mechanistic insights from neuroimaging brain areas that are related to error-based learning – one of the basic skill acquisition mechanisms. We found that right CER tDCS of the posterior lobe facilitated a statistically significant (q<0.05) brain response at the bilateral prefrontal areas at the start of the FLS task that was higher than sham tDCS. Also, right CER tDCS significantly (p<0.05) improved FLS score when compared to sham tDCS. In contrast, left PFC tDCS failed to facilitate a significant brain response and FLS performance improvement. Moreover, right CER tDCS facilitated activation of the bilateral prefrontal brain areas related to FLS performance improvement provided mechanistic insights into the CER tDCS effects. The mechanistic insights motivated future investigation of CER tDCS effects on the error-related perception action coupling based on directed functional connectivity studies.
Virtual reality technology has been increasingly used in the field of anatomy education, particularly in response to the COVID‐19 pandemic. Virtual reality in anatomy (VRA) allows the creation of immersive, three‐dimensional environments or experiences that can interact in a seemingly real or physical way. A comprehensive search of electronic databases was conducted to identify relevant studies. The search included studies published between 2020 and June 2023. The use of VRA education has been shown to be effective in improving students' understanding and retention of knowledge, as well as developing practical skills such as surgical techniques. VRA can allow students to visualize and interact with complex structures and systems in a way that is not possible with traditional methods. It can also provide a safe and ethical alternative to cadavers, which may be in short supply or have access restrictions. Additionally, VRA can be used to create customized learning experiences, allowing students to focus on specific areas of anatomy or to repeat certain exercises as needed. However, there are also limitations to the use of VRA education, including cost and the need for specialized equipment and training, as well as concerns about the realism and accuracy of VRA models. To fully utilize the potential of VRA education, it is important for educators to carefully consider the appropriate use of VR and to continuously evaluate its effectiveness. It is important for educators to carefully consider the appropriate use of VRA and to continuously evaluate its effectiveness to fully utilize its potential.
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