Fundamental Arthroscopic Skill Differentiation With Virtual Reality Simulation

Rose, Kelsey; Pedowitz, Robert A.

doi:10.1016/j.arthro.2014.08.016

Cited by 54 publications

(33 citation statements)

References 13 publications

(13 reference statements)

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“…To date, it has only been established that performance on VR correlates with surgical experience. 25,26 However, evidence for the effectiveness of VR training and the transferability of skills to the OR remains to be fully proved. Our review evaluating the influence of VR training in orthopaedic surgery concluded that there was an improvement in technical skills after VR training.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Virtual Reality Training in Orthopaedic Surgery

Aïm

Lonjon

Hannouche

et al. 2016

Arthroscopy: The Journal of Arthroscopic & Related Surgery

192

104

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Section: Discussionmentioning

confidence: 99%

Effectiveness of Virtual Reality Training in Orthopaedic Surgery

Aïm

Lonjon

Hannouche

et al. 2016

Arthroscopy: The Journal of Arthroscopic & Related Surgery

192

104

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“…A degree of construct validity on this simulator model has been previously established through the relation to other variables; this simulator model showed discriminative ability based on surgical level of training. 21 Session scores were obtained from the default metrics provided by the simulator. The tasks and measurement metrics collected automatically by the simulator program are shown in Table 1.…”

Section: Simulator Trainingmentioning

confidence: 99%

Impact of Simulation Training on Diagnostic Arthroscopy Performance: A Randomized Controlled Trial

Wang

Bernardoni

Cotter

et al. 2019

Arthroscopy, Sports Medicine, and Rehabilitation

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Purpose:To determine the impact of training on a virtual reality arthroscopy simulator on both simulator and cadaveric performance in novice trainees. Methods: A randomized controlled trial of 28 participants without prior arthroscopic experience was conducted. All participants received a demonstration of how to use the ArthroVision Virtual Reality Simulator and were then randomized to receive either no training (control group, n ¼ 14) or a fixed protocol of simulation training (n ¼ 14). All participants took a pretest on the simulator, completing 9 tasks ranging from camera-steadying tasks to probing structures. The training group then trained on the simulator (1 time per week for 3 weeks). At week 4, all participants completed a 2-part post-test, including (1) performing all tasks on the simulator and (2) performing a diagnostic arthroscopy on a cadaveric knee and shoulder. An independent, blinded observer assessed the performance on diagnostic arthroscopy using the Arthroscopic Surgical Skill Evaluation Tool scale. To compare differences between nonenormally distributed groups, the Mann-Whitney U test was used. An independent-samples t test was used for normally distributed groups. The Friedman test with pair-wise comparisons using Bonferroni correction was used to compare scores within groups at multiple time points. Bonferroni adjustment was applied as a multiplier to the P value; thus, the a level remained consistent. Significance was defined as P < .05. Results: In both groups, all tasks except task 5 (in which completion time was relatively fixed) showed a significant degree of correlation between task completion time and other task-specific metrics. A significant difference between the trained and control groups was found for post-test task completion time scores for all tasks. Qualitative analysis of box plots showed minimal change after 3 trials for most tasks in the training group. There was no statistical correlation between the performance on diagnostic arthroscopy on either the knee or shoulder and simulation training, with no difference in Arthroscopic Surgical Skill Evaluation Tool scores in the training group compared with controls. Conclusions: Our study suggests that an early ceiling effect is shown on the evaluated arthroscopic simulator model and that additional training past the point of proficiency on modern arthroscopic simulator models does not provide additional transferable benefits on a cadaveric model. Level of Evidence: Level I, randomized controlled trial.G raduate medical education, specifically surgical education, has traditionally been rooted in an apprenticeship model. The "see one, do one, teach one" approach has guided education in the operating room and has led to the development of surgical education as it stands today. However, there are rising concerns regarding burnoutda condition correlated with longer work hours, a skewed work-life balance, and

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“…VR provides students a simulation scene to conceptualize intricate 3D anatomic connections quickly. Currently, VR methods have be established surgeons for preoperative planning and patient education, and even could be used to assess the surgical proficiency of residents for their training [7]. Some studies have compared VR to the other teaching methods for anatomy such as dissection, lectures, 2D images, and blended instruction.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies

Zhao

Jiang

et al. 2020

Preprint

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Virtual reality (VR) is an innovation that permits the individual to discover and operate three-dimensional (3D) environment to gain practical understanding instantly. Recently, VR has been advanced as an encouraging tool in the course of clinical college. This research aimed to examine the general efficiency of VR for teaching medical anatomy. We executed a meta-analysis of randomized regulated studies of the performance of VR anatomy education. We browsed 5 databases from the year 1990 to 2019. Ultimately, 15 randomized controlled trials with a teaching outcome measure analysis were included. Tow authors separately chosen studies, extracted information, and examined the risk of bias. The primary outcomes were examination scores of the students. Secondary outcomes were the degree of satisfaction of the students. Random-effects models were used for the pooled evaluations. Standardized mean difference (SMD) was applied to assess the systematic results. The heterogeneity was determined by I2 statistics, and then was investigated by meta-regression and subgroup analyses. In this review, we screened and included fifteen randomized controlled researches (816 students). The pooled analysis of primary outcomes showed that VR improves test scores comparing with other approaches (standardized mean difference [SMD]= 0.53; 95% CI 0.09–0.97; I2= 87.8%). The high homogeneity indicated that the studies were different from each other. Therefore, we carried out meta-regression as well as subgroup analyses using 7 variables (year, country, learners, course, intervention, comparator, and duration). We found that VR improves postintervention test score of anatomy comparing with other types of teaching methods. Although the findings have high internal validity and limited, because of that anatomy teaching in medical universities appears to becoming a dilemma, VR may act as an efficient way to improve the learners’ level of anatomy knowledge. Future research should assess other factors like degree of satisfaction, cost-effectiveness, and adverse reactions when evaluating the teaching effectiveness of VR in anatomy.

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Fundamental Arthroscopic Skill Differentiation With Virtual Reality Simulation

Cited by 54 publications

References 13 publications

Effectiveness of Virtual Reality Training in Orthopaedic Surgery

Effectiveness of Virtual Reality Training in Orthopaedic Surgery

Impact of Simulation Training on Diagnostic Arthroscopy Performance: A Randomized Controlled Trial

The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies

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