Does Virtual Reality Training Make Sense in Interventional Radiology? Training Skill-, Rule- and Knowledge-Based Behavior

Dankelman, Jenny; Wentink, M.; Grimbergen, C.A.; Stassen, H.G.; Reekers, Jim A.

doi:10.1007/s00270-004-0250-y

Cited by 26 publications

(17 citation statements)

References 19 publications

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“…There are several reports discussing different theories of gaining the knowledge, skills and attitudes required for achieving competency in practical surgical or interventional tasks [18][19][20][21][22][23][24]. Our method of using the simulator in this experiment was modelled on Kolb's experiential learning [23]-acquisition of knowledge followed by activity, with resultant reflection or mentor-guided feedback lead to improved performance in the next cycle.…”

Section: Discussionmentioning

confidence: 99%

Training on a vascular interventional simulator: an observational study

et al. 2008

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Radiology registrars were observed performing a left renal artery angioplasty using a proprietary training simulator up to five times during their first year of training. Total procedure time, fluoroscopy times, and metric information from the machine were recorded. Each step of the procedure was judged by an observer and a mistake profile was generated. Fifty-two runs were completed by 12 trainees. The mean procedure time decreased from 16.6 min to 9.8 min over the five runs. The number of mistakes ranged from zero to ten and the mean number of mistakes made varied from 0.7 to 2.6 per procedure without any particular trend. Our study demonstrates that training on the simulator does improve performance. The mistakes made throughout training indicates the potential benefit from further simulator training. It remains unclear how to integrate this form of training in current educational programs.

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Section: Discussionmentioning

confidence: 99%

Training on a vascular interventional simulator: an observational study

et al. 2008

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“…Simulators can be used to train, test, analyze, and research the skills of trainees and trainers. The trainee can practice effectively through a hierarchy of learning, from simple skills to tasks and then complete procedures in a risk-free environment [15]. The simulator also provides immediate objective feedback to questions, decisions, actions, and performance during learning, which consequently enables proficiency testing, leading to the development of proficiency based practice [13,14].…”

Section: Discussionmentioning

confidence: 99%

Training Opportunities and the Role of Virtual Reality Simulation in Acquisition of Basic Laparoscopic Skills

Aggarwal

Balasundaram

Darzi

2008

Journal of Surgical Research

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“…The model of Rasmussen indicates that different training simulators need to be developed related to different behaviour levels (22,23). At the low level (SBB), simulators are needed for learning basic skills, such as using instruments.…”

Section: Learning At Different Levels Of Behaviourmentioning

confidence: 99%

Fundamental aspects of learning minimally invasive surgical skills

Dankelman

Chmarra

Verdaasdonk

et al. 2005

Minimally Invasive Therapy & Allied Technologies

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With the introduction of minimally invasive surgery (MIS) the necessity to develop training methods to learn skills outside the operating room (OR) became clear. Several training simulators have become commercially available. However, fundamental research into the requirements for effective and efficient training in MIS is still lacking. Yet in the literature several learning models have been described that may be used when designing the structure of a training program. While learning skills, three stages can be observed: cognitive, associative and autonomous. The learning cycle also includes different learning styles and, moreover, every trainee has his/her preferred learning style. Furthermore, training should be adapted to the level of behaviour: skill-based, rule-based or knowledge-based. Training of complex skills should include multiple performance objectives, such as just-in-time supportive information and part-task practice. Finally, motivation for training can be created by assessment. In conclusion, several theories on learning can be found in the literature. These theories may help in the development of effective training programs for training MIS skills outside the OR.

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Does Virtual Reality Training Make Sense in Interventional Radiology? Training Skill-, Rule- and Knowledge-Based Behavior

Cited by 26 publications

References 19 publications

Training on a vascular interventional simulator: an observational study

Training on a vascular interventional simulator: an observational study

Training Opportunities and the Role of Virtual Reality Simulation in Acquisition of Basic Laparoscopic Skills

Fundamental aspects of learning minimally invasive surgical skills

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