First-Person Point-of-View–Augmented Reality for Central Line Insertion Training

Abstract

Introduction The value of simulation in medical education and procedural skills training is well recognized. Despite this, many mannequin-based trainers are limited by the inability of the trainee to view the internal anatomical structures. This study evaluates the usability and feasibility of a 1st person point of view (POV) augmented reality (AR) trainer on needle insertion as a component of central venous catheter (CVC) placement. Methods Forty subjects, including medical students and anesthesiology residents and faculty participated. AR glasses were provided through which the relevant internal anatomical landmarks were projected. Following a practice period, participants were asked to place the needle in the mannequin without the benefit of the AR projected internal anatomy. The ability of the trainees to correctly place the needle was documented. Participants also completed a short survey describing their perceptions of the AR technology. Results Participants reported that the AR technology was realistic (77.5%) and that the ability to view the internal anatomy was helpful (92.5%). Furthermore, 85% and 82.1%, respectively, believed that the AR technology promoted learning and should be incorporated into medical training. The ability to successfully place the needle was similar between experienced and non-experienced participants, however, less experienced participants were more likely to inadvertently puncture the carotid artery. Conclusions Results of this pilot study demonstrated the usability and feasibility of AR technology as a potentially important adjunct to simulated medical skills training. Further development and evaluation of this innovative technology under a variety of simulated medical training settings would be an important next step.

Augmented reality and mixed reality for healthcare education beyond surgery: an integrative review

“…41,47,48 Eight studies implemented headmounted display. 27,28,38,40,[43][44][45][46] Two studies utilized the same head-mounted display. 40,43 The head-mounted display-integrated applications had marker-based recognition in four of the studies.…”

“…40,43 The head-mounted display-integrated applications had marker-based recognition in four of the studies. 28,40,43,44 One study recognized the hands and gestures of a mentor projecting these into in the trainee's display. 46 Two studies implemented a foot pedal to interact with the application.…”

“…30,31 Four studies recognized a virtual model registered with a phantom characterized as MR. 27,[50][51][52] Eleven studies reported using external cameras and tracking devices. 27,28,31,32,34,36,44,[50][51][52] Two studies used applications based on projectors, one recognizing markers on a phantom, and one projecting images directly onto a phantom without using a tracking device. 29,51…”

Effects of Augmented Reality Experiences on Technology Integration Self-Efficacy of Prospective Mathematics Teachers

“…Artırılmış gerçeklik bilgisayarda oluşturulan sanal nesnelerin gerçek dünya üzerinde eş zamanlı olarak görselleştirilmesini sağlayan, yapı olarak sanal gerçeklikle benzerlik taşıyan bir teknolojidir (Rochlen, Levine & Tait, 2017). Sanal gerçeklikten farklı olarak gerçekliği sanalıyla değiştirmek yerine sanal nesnelerle destekleyerek zenginleştirmeyi amaçlayan bir teknoloji olarak ele alınmaktadır (Özçakır, 2017).…”

“…Augmented reality (AR) is a novel instructional technology, which provides these opportunities and more in instructional settings. AR allows simultaneous visualization of virtual objects on real world settings (Rochlen, Levine & Tait, 2017). Therefore, students can physically interact with virtual objects and make real experiences with them without departing from real classroom environment.…”