The effect of structured self-assessment in virtual reality simulation training of mastoidectomy

Andersen, Steven Arild Wuyts; Guldager, Mads Juhl; Mikkelsen, Peter Trier; Sørensen, Mads Sølvsten

doi:10.1007/s00405-019-05648-6

Cited by 26 publications

(28 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students can construct knowledge independently through a repetitive learning process with VRS. According to Andersen et al (2019), simulations with VR technology with self-assessment features can improve clinical skills performance in a safe environment and accelerate the learning curve to reduce the time needed to learn. Qualitative feedback features in the form of detailed explanations of each answer option, both right and wrong answers, need to be considered for further VRS development, to enhance VRS's ability to facilitate independent learning and assist users in shaping reasoning abilities (de Souza Silveiraa and Cogob, 2017;Ferguson et al, 2017;Register et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Virtual Reality Simulation on Cognitive Achievement of Nursing Students

Permana

Suryani

Paulus

et al. 2020

INJEC

View full text Add to dashboard Cite

Introduction: Simulation of nursing care in patients with acute respiratory infections (ARI) requires a method that is high fidelity. This study aims to determine the impact of Virtual Reality Simulation (VRS), as a learning method, on the improvement of cognitive abilities of undergraduate nursing students in conducting nursing care of the ARI case. Methods: This study used a quasi-experimental design with pre and post-test on the control and intervention group. The sampling technique used purposive sampling, with a total of 27 respondents divided into nine respondents in each group, including the control group (group A) intervention group (Group B and C). There were three different methods in the implementation of VRS as learning activities. Data were analyzed by ANCOVA test. Results: The results showed a significant impact on the application of VRS as a learning method with p <0.05 (0.025). Conclusion: This significant impact was obtained in the implementation of VRS as a stand-alone learning method.

show abstract

Section: Discussionmentioning

confidence: 99%

“…In this virtual clinical environment, users can interact with patients textually and practice nursing care to ARI patients. The selfassessment feature allows students to do selflearning with immediate feedback (Almousa et al, 2019;Andersen et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Virtual Reality Simulation on Cognitive Achievement of Nursing Students

Permana

Suryani

Paulus

et al. 2020

INJEC

View full text Add to dashboard Cite

show abstract

“…This qualitative study was part of a prospective study on the effect on performance and simulator metrics of an educational intervention—structured self-assessment—in repeated, distributed, VR simulation training of temporal bone surgery as detailed previously ( Andersen et al., 2019 ). Participants completed five distributed training blocks of three identical mastoidectomy procedures ( Fig.…”

Section: Methodsmentioning

confidence: 99%

“…Medical students were used in the study as to represent true novices. We found that the intervention modified the learning curve and reduced the number of mastoidectomies until the plateau phase was reached, increased final-product performance, ensured that all participants drilled the minimum volume that experts would, and induced a safer performance with significantly fewer collisions with critical structures within the temporal bone compared with a reference cohort ( Andersen et al., 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…This argues the case for addressing both cognitive effort and self-assessment skills in temporal bone surgical training. We recently reported on the effects of structured self-assessment during simulation-based training of mastoidectomy ( Andersen et al., 2019 ): the intervention consisted of structured self-assessment performed after each mastoidectomy procedure in distributed practice using VR simulation. The structured self-assessment intervention was centered on an 8-item rating form for self-assessment of mastoidectomy performance, based on a previously established assessment tool for final-product analysis of mastoidectomy ( Andersen et al.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy: A mixed methods study

et al. 2020

Self Cite

View full text Add to dashboard Cite

Objective Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance. This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy. Methods A prospective, educational cohort study of a novice training program consisting of directed, self-regulated learning with distributed practice (5x3 procedures) in a virtual reality temporal bone simulator. The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos. Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants. Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’ self-assessment scores. Results Six major themes were identified in the interviews: goal-directed behaviour, use of learning supports for scaffolding of the training, cognitive engagement, motivation from self-assessment, self-assessment bias, and feedback on self-assessment (validation). Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure. They scaffolded their learning through the available learning supports. Finally, structured self-assessment was reported to increase the participants’ cognitive engagement, which was further supported by a quantitative increase in cognitive load. Conclusions Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.

show abstract

What is the Current State of Extended Reality Use in Otolaryngology Training? A Scoping Review

et al. 2022

View full text Add to dashboard Cite

Objective To map current literature on the educational use of extended reality (XR) in Otolaryngology‐Head and Neck Surgery (OHNS) to inform teaching and research. Study Design Scoping Review. Methods A scoping review was conducted, identifying literature through MEDLINE, Ovid Embase, and Web of Science databases. Findings were reported according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for scoping review checklist. Studies were included if they involved OHNS trainees or medical students who used XR for an educational purpose in OHNS. XR was defined as: fully‐immersive virtual reality (VR) using head‐mounted displays (HMDs), non‐immersive and semi‐immersive VR, augmented reality (AR), or mixed reality (MR). Data on device use were extracted, and educational outcomes were analyzed according to Kirkpatrick's evaluation framework. Results Of the 1,434 unique abstracts identified, 40 articles were included. All articles reported on VR; none discussed AR or MR. Twenty‐nine articles were categorized as semi‐immersive, none used occlusive HMDs therefore, none met modern definitions of immersive VR. Most studies (29 of 40) targeted temporal bone surgery. Using the Kirkpatrick four‐level evaluation model, all studies were limited to level‐1 (learner reaction) or level‐2 (knowledge or skill performance). Conclusions Current educational applications of XR in OHNS are limited to VR, do not fully immerse participants and do not assess higher‐level learning outcomes. The educational OHNS community would benefit from a shared definition for VR technology, assessment of skills transfer (level‐3 and higher), and deliberate testing of AR, MR, and procedures beyond temporal bone surgery. Laryngoscope, 133:227–234, 2023

show abstract

The effect of structured self-assessment in virtual reality simulation training of mastoidectomy

Cited by 26 publications

References 26 publications

The Impact of Virtual Reality Simulation on Cognitive Achievement of Nursing Students

The Impact of Virtual Reality Simulation on Cognitive Achievement of Nursing Students

Understanding the effects of structured self-assessment in directed, self-regulated simulation-based training of mastoidectomy: A mixed methods study

What is the Current State of Extended Reality Use in Otolaryngology Training? A Scoping Review

Contact Info

Product

Resources

About