Proficiency-based training of medical students using virtual simulators for laparoscopy and robot-assisted surgery: results of a pilot study

Moglia, Andrea; Sinceri, Sara; Ferrari, Vincenzo; Ferrari, Mauro; Mosca, Franco; Morelli, Luca

doi:10.1007/s13304-018-0559-8

Cited by 23 publications

(23 citation statements)

References 9 publications

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“…Among the studies using surgical simulators, approximately one-third (22/69, 32%) [ 42 , 53 , 59 , 74 , 82 , 86 , 89 , 91 , 94 , 105 , 110 , 111 , 113 , 119 , 122 , 123 , 128 , 130 , 132 , 136 , 148 ] used some version of LAP Mentor [ 149 ]. There were also a notable number of studies using ARTHRO Mentor [ 150 ] (7/69, 10%) [ 36 , 56 , 66 , 110 , 112 , 120 , 121 ], Eyesi Virtual Simulator (3/69, 4%) [ 37 , 51 , 133 ], da Vinci Surgical Simulator (4/69, 6%) [ 90 , 96 , 117 , 118 ], dV-Trainer (4/69, 6%) [ 82 , 88 , 103 , 126 ], VBLaST suturing simulator (3/69, 4%) [ 49 , 84 , 99 ], and SimSurgery (3/69, 4%) [ 106 , 125 , 131 ]. Other surgical VR simulators were uncommon.…”

Section: Resultsmentioning

confidence: 99%

“…The delivery devices used include the use of screens in most of the studies (100/114, 87.7%) [ 8 , 9 , 14 , 35 - 47 , 49 - 51 , 53 - 56 , 58 , 59 , 61 - 69 , 71 , 73 - 79 , 81 , 83 - 86 , 88 - 91 , 93 - 95 , 97 - 104 , 106 - 117 , 119 - 129 , 131 - 138 , 140 - 144 , 146 , 147 , 151 , 156 - 159 , 161 - 166 , 168 , 170 , 171 ], headset (13/114, 11.4%) [ 48 , 57 , 70 , 80 , 82 , 87 , 92 , 95 , 96 , 105 , 118 , 145 , 153 , 155 , 167 , 172 ], and 3D projector with stereoscopic glasses (1/114, 0.9%) [ 72 ] (Figure S2 in Multimedia Appendix 3 ).…”

Section: Resultsmentioning

confidence: 99%

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Virtual Reality in Medical Students’ Education: Scoping Review

Jiang¹,

Vimalesvaran²,

Wang³

et al. 2022

JMIR Med Educ

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Background Virtual reality (VR) produces a virtual manifestation of the real world and has been shown to be useful as a digital education modality. As VR encompasses different modalities, tools, and applications, there is a need to explore how VR has been used in medical education. Objective The objective of this scoping review is to map existing research on the use of VR in undergraduate medical education and to identify areas of future research. Methods We performed a search of 4 bibliographic databases in December 2020. Data were extracted using a standardized data extraction form. The study was conducted according to the Joanna Briggs Institute methodology for scoping reviews and reported in line with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Results Of the 114 included studies, 69 (60.5%) reported the use of commercially available surgical VR simulators. Other VR modalities included 3D models (15/114, 13.2%) and virtual worlds (20/114, 17.5%), which were mainly used for anatomy education. Most of the VR modalities included were semi-immersive (68/114, 59.6%) and were of high interactivity (79/114, 69.3%). There is limited evidence on the use of more novel VR modalities, such as mobile VR and virtual dissection tables (8/114, 7%), as well as the use of VR for nonsurgical and nonpsychomotor skills training (20/114, 17.5%) or in a group setting (16/114, 14%). Only 2.6% (3/114) of the studies reported the use of conceptual frameworks or theories in the design of VR. Conclusions Despite the extensive research available on VR in medical education, there continue to be important gaps in the evidence. Future studies should explore the use of VR for the development of nonpsychomotor skills and in areas other than surgery and anatomy. International Registered Report Identifier (IRRID) RR2-10.1136/bmjopen-2020-046986

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Virtual Reality in Medical Students’ Education: Scoping Review

Jiang¹,

Vimalesvaran²,

Wang³

et al. 2022

JMIR Med Educ

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“…Five medical students were trained, and didactic component was evaluated after training by questionnaire. The five medical students reached the 60% threshold on the questionnaire-based didactic component 6 .…”

Section: Introductionmentioning

confidence: 99%

Medical Students’ Attitude Towards Robotic Surgery: A Cross-Sectional Survey

Sultan

Bardi

Baatta

et al. 2022

Journal of Medical Education and Curricular Development

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Introduction The robotic surgery and procedures are increasing worldwide. It is unknown whether medical students are well prepared for their future exposure to such technology. Objectives This study aimed to explore the knowledge and attitude of medical students from Saudi Arabia (SA) towards the robotic surgery. Methods We performed a cross-sectional survey of medical students at different colleges of medicine in SA. A web-based self-administered questionnaire using google forms was completed over a 2-month period starting on June 2021. Comparison between those with and without background about robotic surgery was performed. Results A total of 239 medical students from both governmental (46%) and private colleges (54%) responded to the questionnaire. 51.9% were interested in the surgical field and 37.7% considered themselves tech-savvy persons. Only (22.6%) had previous background about robotic surgery mainly from internet. Many (63.2%) showed positive attitude towards robotic surgery and expected that using robots will improve surgical outcomes. 48.5% of the students expected that patients in SA will not accept the robotic surgeries. Some (51.1%) concerned that robots could replace the surgeons and could make them less professional. Many believed that SA should invest and expand the robotic surgeries (69.1%). Students with background in robotic surgery had significantly younger median age (p < 0.030), earlier academic years (p < 0.001), higher GPA (p < 0.025), and more tech-savvy personality (p < 0.000) compared to those without background. Conclusion Most medical students are unaware of robotic surgery, but they have positive attitude with some concerns. Young students who consider themselves tech-savvy persons are in a better position, but they access their knowledge from internet rather than from their medical education. Medical curricula and residency training program should take these findings into consideration for preparing the future surgeons in SA.

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“…For instance, recent studies on the potential predictors of surgical skills and former studies on a VR laparoscopy simulator illustrated no clearly correlation between a declared interest in a surgical career and the weighted composite training time to reach proficiency. [ 28 , 51 , 52 ] We observed significant correlations both in participants with declared interest in a surgical career and experience in video gaming and aptitude for surgical performance, especially at the beginning of training. Whereas, other surrogate markers, such as playing musical instruments or having previous laparoscopic experience, did not reveal any association with surgical performance, and the latter not surprising considered participants with limited laparoscopic experience.…”

Section: Discussionmentioning

confidence: 85%

The role of virtual reality simulation in surgical training in the light of COVID-19 pandemic

et al. 2021

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Introduction: Due to the current COVID-19 pandemic, surgical training has become increasingly challenging due to required social distancing. Therefore, the use of virtual reality (VR)-simulation could be a helpful tool for imparting surgical skills, especially in minimally invasive environments. Visual spatial ability (VSA) might influence the learning curve for laparoscopic surgical skills. However, little is known about the influence of VSA for surgical novices on VR-simulator training regarding the complexity of different tasks over a long-term training period. Our study evaluated prior VSA and VSA development in surgical trainees during VR-simulator training, and its influence on surgical performance in simulator training. Methods: In our single-center prospective two-arm randomized trial, VSA was measured with a tube figure test before curriculum training. After 1:1 randomization, the training group (TG) participated in the entire curriculum training consisting of 48 different VR-simulator tasks with varying difficulty over a continuous nine-day training session. The control group (CG) performed two of these tasks on day 1 and 9. Correlation and regression analyses were used to assess the influence of VSA on VR-related surgical skills and to measure procedural abilities. Results: Sixty students (33 women) were included. Significant improvements in the TG in surgical performance and faster completion times were observed from days 1 to 9 for the scope orientation 30° right-handed (SOR), and cholecystectomy dissection tasks after the structured 9-day training program. After training, the TG with pre-existing low VSA scores achieved performance levels similar to those with pre-existing high VSA scores for the two VR simulator tasks. Significant correlations between VSA and surgical performance on complex laparoscopic camera navigation SOR tasks were found before training. Conclusions: Our study revealed that that all trainees improved their surgical skills irrespective of previous VSA during structured VR simulator training. An increase in VSA resulted in improvements in surgical performance and training progress, which was more distinct in complex simulator tasks. Further, we demonstrated a positive relationship between VSA and surgical performance of the TG, especially at the beginning of training. Our results identified pre-existing levels of VSA as a predictor of surgical performance.

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Proficiency-based training of medical students using virtual simulators for laparoscopy and robot-assisted surgery: results of a pilot study

Cited by 23 publications

References 9 publications

Virtual Reality in Medical Students’ Education: Scoping Review

Virtual Reality in Medical Students’ Education: Scoping Review

Medical Students’ Attitude Towards Robotic Surgery: A Cross-Sectional Survey

The role of virtual reality simulation in surgical training in the light of COVID-19 pandemic

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