Female Pelvic Floor Immersive Simulation: A Randomized Trial to Test the Effectiveness of a Virtual Reality Anatomic Model on Resident Knowledge of Female Pelvic Anatomy

Ellington, David R.; Shum, Phillip C.; Dennis, Eva Adiki; Willis, Heather; Szychowski, Jeff M.; Richter, Holly E.

doi:10.1016/j.jmig.2018.09.003

Cited by 30 publications

(39 citation statements)

References 9 publications

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“…Cross-sectional viewing or 3D reconstructions viewed from 2D screens cannot provide a similar high level of immersion and authenticity as achievable with state-of-the-art VR systems. Thus, VR may be a preferable and faster method for learning and understanding of the anatomy of the organ being investigated [ 15 , 16 ]. In addition, the VR environment allows users to perceive critical anatomical landmarks and their spatial relationships in the same virtual space, which may lead to better memory recall as compared to a traditional 2D screen interface [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

The effect of virtual reality on temporal bone anatomy evaluation and performance

Timonen

Dietz

Linder

et al. 2021

Eur Arch Otorhinolaryngol

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Purpose There is only limited data on the application of virtual reality (VR) for the evaluation of temporal bone anatomy. The aim of the present study was to compare the VR environment to traditional cross-sectional viewing of computed tomography images in a simulated preoperative planning setting in novice and expert surgeons. Methods A novice (n = 5) and an expert group (n = 5), based on their otosurgery experience, were created. The participants were asked to identify 24 anatomical landmarks, perform 11 distance measurements between surgically relevant anatomical structures and 10 fiducial markers on five cadaver temporal bones in both VR environment and cross-sectional viewings in PACS interface. The data on performance time and user-experience (i.e., subjective validation) were collected. Results The novice group made significantly more errors (p < 0.001) and with significantly longer performance time (p = 0.001) in cross-sectional viewing than the expert group. In the VR environment, there was no significant differences (errors and time) between the groups. The performance of novices improved faster in the VR. The novices showed significantly faster task performance (p = 0.003) and a trend towards fewer errors (p = 0.054) in VR compared to cross-sectional viewing. No such difference between the methods were observed in the expert group. The mean overall scores of user-experience were significantly higher for VR than cross-sectional viewing in both groups (p < 0.001). Conclusion In the VR environment, novices performed the anatomical evaluation of temporal bone faster and with fewer errors than in the traditional cross-sectional viewing, which supports its efficiency for the evaluation of complex anatomy.

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Section: Introductionmentioning

confidence: 99%

The effect of virtual reality on temporal bone anatomy evaluation and performance

Timonen

Dietz

Linder

et al. 2021

Eur Arch Otorhinolaryngol

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“…Os residentes expostos ao modelo anatômico VisCubeSX ™ relataram que concordam sobre a contribuição do modelo para o aprendizado e que este melhora o atendimento ao paciente. Por fim, os residentes reportaram que eles gostaram do programa e que usariam se tivessem acesso 14 .…”

Section: Resultsunclassified

uso da tecnologia no ensino da anatomia humana: revisão sistemática da literatura de 2017 a 2020

Boff

Scaramussa

Christianetti

et al. 2020

Medicina (Ribeirão Preto)

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A tecnologia destaca-se como agente de avanço, principalmente na área da saúde. O estudo da anatomia humana nos cursos de medicina permanece tradicionalista com palestras teóricas e dissecção de cadáveres, por isso, metodologias tecnológicas parecem auxiliar o ensino, tornando-o interativo. Assim, o objetivo do estudo é analisar as perspectivas do uso de tecnologias no ensino da anatomia humana para inseri-las na graduação em medicina. Realizou-se uma revisão sistemática da literatura abrangendo artigos publicados entre janeiro de 2017 a março de 2020 nas bases de dados eletrônicas PubMed e Science Direct. Elencaram-se três critérios de inclusão: estudos com estudantes de medicina ou direcionado aos estudantes de medicina, estudos com residentes de medicina e estudos que avaliam o uso do desenvolvimento tecnológico no ensino da anatomia humana; e três de exclusão: estudos com animais, estudos com estudantes de outros cursos da área da saúde e estudos envolvendo área ou técnica cirúrgica específica. Onze artigos foram lidos na íntegra. Como resultado smartphones, código de resposta rápida (QR), realidade virtual (VR), modalidades impressas tridimensionais (3DP), próteses em 3D e outras tecnologias beneficiaram os alunos no aprendizado anatômico, os quais relataram instrumento atraente, de fácil manejo e acessível mesmo distante do laboratório. Além disso, demonstrou-se maior interesse dos acadêmicos em associar métodos tradicionais com as novas tecnologias. As tecnologias se mostraram eficazes no ensino da anatomia humana, visto que a maior parte dos estudos comprovou seu potencial enriquecedor nas avaliações que atingiram resultados iguais e melhores do que o ensino com as práticas tradicionais.

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“… Escenario anatómicamente correcto (mediante imagenología y/o verificación por expertos): Este hallazgo en el estudio de Maresky et al (19) fue logrado transformando imágenes obtenidas mediante TC y RM a modelos por computadora, arreglando los detalles de la técnica y revisando el resultado del modelo con expertos en anatomía. La mayoría de los estudios (20)(21)(22) siguió el mismo patrón variando el programa utilizado para la conversión de las imágenes y su posterior edición.  Permitir diferenciación de estructuras anatómicas (mediante colores, etiquetas con nombre): Este hallazgo engloba los métodos utilizados para identificar las distintas estructuras anatómicas dentro del escenario, lo que facilita la comprensión por parte del usuario.…”

Section: Diseño Del Escenario De Realidad Virtualunclassified

Características de un escenario de Realidad Virtual para el aprendizaje de anatomía: Una revisión bibliográfica

et al. 2022

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In recent years, virtual reality (VR) has received a great deal of attention due to its ability to sensory envelope and engage the user. This can be defined as 'The illusion of participating in a synthetic environment, rather than observing externally. VR is based on stereoscopic three-dimensional displays with head tracking, hand/body tracking, and binaural sound. VR is an immersive and multisensory experience'. It is postulated that VR could transform abstract and intangible learning into concrete and manipulable. This would be done through scaled and modifiable scenarios, especially involving anatomical structures that are difficult to learn and access when using cadaveric material. In addition, evidence shows that students are more motivated and have better perceptions when using VR in an educational context. Thus, implementing new proposals such as VR can become an efficient method in the teaching and learning process. The objective of this review is to identify how this virtual scenario should look to have a positive impact on anatomy learning. A search was carried out in three databases (ERIC, ISI: Web of Science and SCOPUS) for articles or reviews published in English or Spanish in any year. The research terms included the “impact on learning”, “virtual reality” and “anatomy”. Qualitative and quantitative, empirical or primary studies focused on the learning and/or impact of the use of VR in anatomy in higher education were included. Non-empirical or secondary studies, focused on another population, and those seeking the validation and/or construction of instruments were excluded. The findings were synthesized in two groups, virtual stage design and implementation, identifying eight principles: having an anatomically correct setting, allowing the differentiation of anatomical structures, freedom to manipulate the setting, adding theoretical support, justified choice of the virtual setting, the availability of the technological resources, priming to use VR, among others. Últimamente la realidad virtual (RV) ha recibido gran atención debido a su capacidad de envolver e involucrar sensorialmente al usuario. Esta puede ser definida como “La ilusión de participar en un ambiente sintético, más que observar externamente. La RV se basa en pantallas tridimensionales, estereoscópicas, con seguimiento de la cabeza, de manos/cuerpo y sonido binaural. La RV es una experiencia inmersiva y multisensorial". Se postula que la RV sería capaz de transformar aprendizaje abstracto e intangible a concreto y manipulable, mediante escenarios a escala y modificables, especialmente involucrando estructuras anatómicas de difícil aprendizaje y acceso en material cadavérico. Además, la evidencia muestra que los estudiantes presentan mayor motivación y mejores percepciones al usarla en contexto educativo. Así, la implementación de estas propuestas podría constituir un método eficiente en la enseñanza y aprendizaje. El objetivo de esta revisión es determinar si la RV constituye una herramienta efectiva para enseñar anatomía e identificar cómo debe ser un escenario virtual para impactar positivamente en el aprendizaje de anatomía. Se realizó una búsqueda en tres bases de datos (ERIC, ISI: Web of Science y SCOPUS) para artículos o revisiones publicadas en inglés o español en cualquier año. Los términos de búsqueda fueron: “impacto en el aprendizaje”, “realidad virtual” y “anatomía”. Se incluyeron estudios cualitativos o cuantitativos, y empíricos o primarios enfocados en el aprendizaje y/o impacto del uso de RV en anatomía en educación superior. Los hallazgos fueron sintetizados en dos grupos, el diseño y la implementación del escenario virtual, identificando ocho principios: tener un escenario anatómicamente correcto, permitir la diferenciación de estructuras anatómicas, libertad para manipular el escenario, adición de apoyo teórico dentro del escenario virtual, la elección justificada del escenario virtual, disponibilidad de recursos tecnológicos, un apresto para utilizar RV y adición de material estudio teórico.

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Female Pelvic Floor Immersive Simulation: A Randomized Trial to Test the Effectiveness of a Virtual Reality Anatomic Model on Resident Knowledge of Female Pelvic Anatomy

Cited by 30 publications

References 9 publications

The effect of virtual reality on temporal bone anatomy evaluation and performance

The effect of virtual reality on temporal bone anatomy evaluation and performance

uso da tecnologia no ensino da anatomia humana: revisão sistemática da literatura de 2017 a 2020

Características de un escenario de Realidad Virtual para el aprendizaje de anatomía: Una revisión bibliográfica

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