Face, Content, and Construct Validity of the Take-Home EoSim Augmented Reality Laparoscopy Simulator for Basic Laparoscopic Tasks

Arts, Elke; Leijte, Erik; Witteman, Bart; Jakimowicz, Jack J.; Verhoeven, Bas H.; Botden, Sanne M. B. I.

doi:10.1089/lap.2019.0070

Cited by 16 publications

(19 citation statements)

References 19 publications

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“…All participants trained on the validated eoSim portable box trainer (eoSurgical, Edinburgh, Scotland) ( Fig. 1) [46,47]. The setup consists of a portable laparoscopic case with an internal camera and a light source connected to a computer via USB.…”

Section: Training Equipmentmentioning

confidence: 99%

Remote training in laparoscopy: a randomized trial comparing home-based self-regulated training to centralized instructor-regulated training

et al. 2021

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Background Simulation-based surgical training (SBST) is key to securing future surgical expertise. Proficiency-based training (PBT) in laparoscopy has shown promising results on skills transfer. However, time constraints and limited possibilities for distributed training constitute barriers to effective PBT. Home-based training may provide a solution to these barriers and may be a feasible alternative to centralized training in times of assembly constraints. Methods We randomly assigned first-year trainees in abdominal surgery, gynecology, and urology to either centralized instructor-regulated training (CIRT) or home-based self-regulated training (HSRT) in laparoscopy. All participants trained on portable box trainers providing feedback on metrics and possibility for video reviewing. Training in both groups was structured as PBT with graded proficiency exercises adopted from the Fundamentals of Laparoscopic Surgery (FLS). The HSRT group trained at home guided by online learning materials, while the CIRT group attended two training sessions in the simulation center with feedback from experienced instructors. Performance tests consisted of hand-eye and bimanual coordination, suture and knot-tying, and FLS exercises. We analyzed passing rates, training time and distribution, and test performances. Results Passing rates were 87% and 96% in the CIRT and HSRT group, respectively. HSRT facilitated distributed training and resulted in greater variation in training times. Task times for hand-eye and bimanual coordination were significantly reduced between pretest and posttest in both groups. Trainees maintained their posttest performances at the 6-month retention test. Our analyses revealed no significant inter-group differences in performances at pretest, posttest, or retention test. Performance improvements in the two groups followed similar patterns. Conclusion CIRT and HSRT in laparoscopy result in comparable performance improvements. HSRT in laparoscopy is a feasible and effective alternative to CIRT when offered inside a supportive instructional design. Further research is needed to clarify trainees' preferences and explore facilitators and barriers to HSRT.

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Section: Training Equipmentmentioning

confidence: 99%

Remote training in laparoscopy: a randomized trial comparing home-based self-regulated training to centralized instructor-regulated training

et al. 2021

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“…In addition, video and text were two other important information carriers. In surgical training, the real-time changes in the operating environment were represented in videos for monitoring, and trainees' operating processes were also recorded by videos [37,38]. Furthermore, text was used as a scaffolding to assist students to complete training or learning in AR systems in engineering and other fields [22,30,39].…”

Section: Media Representationmentioning

confidence: 99%

Augmented Reality in Professional Training: A Review of the Literature from 2001 to 2020

et al. 2022

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This study presents a systematic review of literature on the application of augmented reality (AR) in professional training contexts published between 2001 and 2020. A total of 49 articles were selected after a two-stage screening process, and key research findings were analyzed and synthesized using a coding scheme comprising five inter-related aspects: basic information, instructional contexts, technology features, instructional design, and research results. The review results depict the trend patterns in AR-supported professional training in terms of publication, research paradigm, and technological affordances, and report the contextual differences in AR pedagogies and instructional functions over time. Furthermore, a meta-analysis was conducted in the present study to examine the overall effectiveness of AR application in professional training, with the results indicating an overall small effect size (g = 0.268) and nine significant moderating factors. Informed by the review and meta-analysis results, a set of implications for facilitating and investigating AR-supported professional training are proposed and discussed.

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“…The questionnaire used in this study was based on previously used and validated questionnaires, used in multiple validation studies [22][23][24][25]. It was adapted to suit the properties of these models and assessed by experts to reach consensus.…”

Section: Questionnairementioning

confidence: 99%

Validation of low-cost models for minimal invasive surgery training of congenital diaphragmatic hernia and esophageal atresia

Bökkerink

Joosten

Leijte

et al. 2021

Journal of Pediatric Surgery

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Minimal invasive surgery Low budget models Congenital diaphragmatic hernia Esophageal atresiaBackground: Minimal invasive surgery (MIS) is increasingly used for the correction of congenital diaphragmatic hernia (CDH) and esophageal atresia (EA). It is important to master these complex procedures, preferably preclinically, to avoid complications. The aim of this study was to validate recently developed models to train these MIS procedures preclinically. Methods: Two low cost, reproducible models (one for CDH and one for EA) were validated during several pediatric surgical conferences and training sessions (January 2017-December 2018), used in either the LaparoscopyBoxx or EoSim simulator. Participants used one or both models and completed a questionnaire regarding their opinion on realism (face validity) and didactic value (content validity), rated on a five-point-Likert scale. Results: Of all 60 participants enrolled, 44 evaluated the EA model. All items were evaluated as significantly better than neutral, with means ranging from 3.7 to 4.1 (p b 0.001). The CDH model was evaluated by 48 participants. All items scored significantly better than neutral (means 3.5-3.9, p b 0.001), with exception of the haptics of the simulated diaphragm (mean 3.3, p = 0.054). Both models were considered a potent training tool (means 3.9). Conclusion: These readily available and low budget models are considered a valid and potent training tool by both experts and target group participants.

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Face, Content, and Construct Validity of the Take-Home EoSim Augmented Reality Laparoscopy Simulator for Basic Laparoscopic Tasks

Cited by 16 publications

References 19 publications

Remote training in laparoscopy: a randomized trial comparing home-based self-regulated training to centralized instructor-regulated training

Remote training in laparoscopy: a randomized trial comparing home-based self-regulated training to centralized instructor-regulated training

Augmented Reality in Professional Training: A Review of the Literature from 2001 to 2020

Validation of low-cost models for minimal invasive surgery training of congenital diaphragmatic hernia and esophageal atresia

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