Head Mounted Displays in Surgical Training and Planning: A Literature Review

Ferrier-Barbut, Eléonore; Avellino, Ignacio; Vitrani, Marie-Aude; Canlorbe, Geoffroy

doi:10.1145/3583961.3583973

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…La Réalité Virtuelle (RV) occupe une place centrale parmi les outils pédagogiques novateurs pour l'apprentissage de la chirurgie [14]. Les étudiants peuvent développer des compétences techniques chirurgicales, telle qu'une amélioration de leur dextérité , grâce notamment à l'alternance d'exercices de simulation et d'exercices en situations réelles [27].…”

Section: Introduction Et Travaux Antérieursunclassified

Effects of Visuospatial Abilities on Learning Through 2D and Immersive Video

Jaafar,

Gauthier,

Canlorbe

et al. 2024

Proceedings of the 35th Conference on l'Interaction Humain-Machine

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La réalité virtuelle our l'apprentissage de la chirurgie grâce à son immersion offre une approche novatrice prsion. Cependant, son efficacité semble être influencée par l'aptitude visuo-spatiale (AVS) de l'utilisateur. Dans ce travail, nous avons étudié les avantages de la visualisation immersive sur l'apprentissage. Des étudiants en médecine de quatrième année (N=153) ont visionné une leçon de césarienne basée sur des enregistrements vidéos par un casque immersif ou un écran classique. Contrairement à nos attentes, le groupe immersif a obtenu des scores de rétention de connaissances inférieurs à ceux du groupe classique. Cependant, nous constatons que l'AVS est positivement corrélée à la rétention de connaissances dans le groupe immersif, obtenant des performances similaires au groupe classique lorsque l'AVS est élevée. Ces résultats informent sur l'apprentissage par la vidéo immersive : bien que l'immersion peut être une entrave pour la rétention des connaissances, cet effet semble moindre pour les étudiants ayant une AVS élevée.

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Section: Introduction Et Travaux Antérieursunclassified

Effects of Visuospatial Abilities on Learning Through 2D and Immersive Video

Jaafar,

Gauthier,

Canlorbe

et al. 2024

Proceedings of the 35th Conference on l'Interaction Humain-Machine

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“…Augmented reality (AR), virtual reality (VR), and mixed reality (MR) have the potential to transform the workflow in many fields, including the operating room (OR) experience [1, 2]. These advances can help surgeons collaborate on different tasks remotely, decrease their mental and physical loads, support surgical training and skill assessment, and facilitate communication in the operating room.…”

Section: Introductionmentioning

confidence: 99%

Intraoperative gaze guidance with mixed reality

Acar,

Atoum,

Reed

et al. 2023

Healthcare Tech Letters

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Efficient communication and collaboration are essential in the operating room for successful and safe surgery. While many technologies are improving various aspects of surgery, communication between attending surgeons, residents, and surgical teams is still limited to verbal interactions that are prone to misunderstandings. Novel modes of communication can increase speed and accuracy, and transform operating rooms. A mixed reality (MR) based gaze sharing application on Microsoft HoloLens 2 headset that can help expert surgeons indicate specific regions, communicate with decreased verbal effort, and guide novices throughout an operation is presented. The utility of the application is tested with a user study of endoscopic kidney stone localization completed by urology experts and novice surgeons. Improvement is observed in the NASA task load index surveys (up to 25.23%), in the success rate of the task (6.98% increase in localized stone percentage), and in gaze analyses (up to 31.99%). The proposed application shows promise in both operating room applications and surgical training tasks.

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Learning With Pedagogical Models: Videos As Adjuncts to Apprenticeship for Surgical Training

Ferrier-Barbut¹,

Avellino

Canlorbe

et al. 2023

Proc. ACM Hum.-Comput. Interact.

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Videos are a powerful media to learn activities through guided physical training such as surgery, especially when they are produced following human learning models and not as "how-to" videos. However, their success greatly depends on how they are integrated into the extensive curricula of domains where learning occurs through guided practice. In this work, we investigate the impact of integrating video as a learning tool into the learning curricula of surgery. We created a pedagogical video on surgical hysterectomy through a model based on the Conceptual Fields theory (Vergnaud) and performed two rounds of interviews with seven medical residents, who watched the video freely during their residency in gynecology-obstetrics as they trained with experts. We find that videos can complement guided physical training, as they can provide the rationale behind expert action, something that is difficult to explicit during guided training. Still, their linear and static nature limits their integration as true adjuncts. We discuss our vision of moving towards interactive videos created with an ontological approach, developed in a workshop with four expert surgeons, which involves the ability to navigate through levels of information and layers of representations, so that experts can represent information to learners according to pedagogical models that complement their complex and extensive learning curricula.

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Head Mounted Displays in Surgical Training and Planning: A Literature Review

Cited by 3 publications

References 23 publications

Effects of Visuospatial Abilities on Learning Through 2D and Immersive Video

Effects of Visuospatial Abilities on Learning Through 2D and Immersive Video

Intraoperative gaze guidance with mixed reality

Learning With Pedagogical Models: Videos As Adjuncts to Apprenticeship for Surgical Training

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