Tremor Assessment during Virtual Reality Brain Tumor Resection

Siyar, Samaneh; Azarnoush, Hamed; Rashidi, Saeid; Maestro, Rolando F. Del

doi:10.1016/j.jsurg.2019.11.011

Cited by 18 publications

(20 citation statements)

References 23 publications

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“…From the 92 published studies, VS was reported to be applied in the educational practice involving undergraduate medical students across 25 countries including the United States [26 studies ( 15 – 40 )], the United Kingdom [9 studies ( 41 – 49 )], Germany [7 studies ( 50 – 56 )], China [6 studies ( 10 , 57 – 61 )], Denmark [6 studies ( 62 – 67 )], France [4 studies ( 68 – 71 )], Japan [4 studies ( 72 – 75 )], Sweden [3 studies ( 76 – 78 )], Canada [3 studies ( 79 – 81 )], Netherlands [3 studies ( 82 – 84 )], Spain [3 studies ( 85 – 87 )], Australia [2 studies ( 88 , 89 )], Singapore [2 studies ( 90 , 91 )], Korea [2 studies ( 92 , 93 )], Finland [1 study ( 94 )], Italy [1 study ( 95 )], Ireland [1 study ( 96 )], Colombia [1 study ( 97 )], Pakistan [1 study ( 98 )], Thailand [1 study ( 99 )], Iran [1 study ( 100 )], Poland [1 study ( 101 )], Mexico [1 study ( 102 )], Norway [1 study ( 103 )], Saudi Arabia [1 study ( 104 )], and Switzerland [1 study ( 105 )]. The distribution of included studies among different continents was shown in Figure 1 .…”

Section: Resultsmentioning

confidence: 99%

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Wang

Lü

et al. 2022

Front. Med.

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Virtual simulation (VS) as an emerging interactive pedagogical strategy has been paid more and more attentions in the undergraduate medical education. Because of the fast development of modern computer simulation technologies, more and more advanced and emerging VS-based instructional practices are constantly increasing to promote medical education in diverse forms. In order to describe an overview of the current trends in VS-based medical teaching and learning, this scoping review presented a worldwide analysis of 92 recently published articles of VS in the undergraduate medical teaching and learning. The results indicated that 98% of included articles were from Europe, North America, and Asia, suggesting a possible inequity in digital medical education. Half (52%) studies reported the immersive virtual reality (VR) application. Evidence for educational effectiveness of VS in medical students’ knowledge or skills was sufficient as per Kirkpatrick’s model of outcome evaluation. Recently, VS has been widely integrated in surgical procedural training, emergency and pediatric emergency medicine training, teaching of basic medical sciences, medical radiation and imaging, puncture or catheterization training, interprofessional medical education, and other case-based learning experiences. Some challenges, such as accessibility of VS instructional resources, lack of infrastructure, “decoupling” users from reality, as well as how to increase students’ motivation and engagement, should be addressed.

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Section: Resultsmentioning

confidence: 99%

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Wang

Lü

et al. 2022

Front. Med.

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“…Siyar et al found less tremor, quantitated by power spectral analysis at physiological frequencies between 8 and 12 Hz, in skilled (staff neurosurgeons and senior residents) compared to novices (junior residents and medical students). 31 Their power spectral analysis relied primarily on instrument tip coordinates, instrument orientation, and force over time to identify tremor frequencies to differentiate groups. 31…”

Section: Surgical Tool Movement Metrics (Kinematics)mentioning

confidence: 99%

“…31 Their power spectral analysis relied primarily on instrument tip coordinates, instrument orientation, and force over time to identify tremor frequencies to differentiate groups. 31…”

Section: Surgical Tool Movement Metrics (Kinematics)mentioning

confidence: 99%

A systematic review of virtual reality for the assessment of technical skills in neurosurgery

Chan

Pangal

Cardinal

et al. 2021

Neurosurgical Focus

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OBJECTIVE Virtual reality (VR) and augmented reality (AR) systems are increasingly available to neurosurgeons. These systems may provide opportunities for technical rehearsal and assessments of surgeon performance. The assessment of neurosurgeon skill in VR and AR environments and the validity of VR and AR feedback has not been systematically reviewed. METHODS A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was conducted through MEDLINE and PubMed. Studies published in English between January 1990 and February 2021 describing the use of VR or AR to quantify surgical technical performance of neurosurgeons without the use of human raters were included. The types and categories of automated performance metrics (APMs) from each of these studies were recorded. RESULTS Thirty-three VR studies were included in the review; no AR studies met inclusion criteria. VR APMs were categorized as either distance to target, force, kinematics, time, blood loss, or volume of resection. Distance and time were the most well-studied APM domains, although all domains were effective at differentiating surgeon experience levels. Distance was successfully used to track improvements with practice. Examining volume of resection demonstrated that attending surgeons removed less simulated tumor but preserved more normal tissue than trainees. More recently, APMs have been used in machine learning algorithms to predict level of training with a high degree of accuracy. Key limitations to enhanced-reality systems include limited AR usage for automated surgical assessment and lack of external and longitudinal validation of VR systems. CONCLUSIONS VR has been used to assess surgeon performance across a wide spectrum of domains. The VR environment can be used to quantify surgeon performance, assess surgeon proficiency, and track training progression. AR systems have not yet been used to provide metrics for surgeon performance assessment despite potential for intraoperative integration. VR-based APMs may be especially useful for metrics that are difficult to assess intraoperatively, including blood loss and extent of resection.

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“…Practitioners can rehearse a procedure on a virtual patient or simulated tissue as many times as they wish before performing it on real patients. In medical education, VR allows students to see through body tissues and visualize the underneath areas (Cao and Cerfolio, 2019;Yu et al, 2019;Siyar et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Use of Virtual Reality in Pharmacy Education in Hong Kong: Lessons Learnt

Lee

2021

Front. Educ.

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Virtual reality (VR) refers to an artificial environment which is experienced through sensory stimuli (such as sights and sounds) provided by a computer and in which one's actions partially determine what happens in the environment (Merriam-Webster.com Dictionary, Merriam-Webster, 2020). In recent years, VR is increasingly used in different fields, and its role in medical practice is expanding quickly (Darekar et al., 2015; Chirico et al., 2016). One important feature of VR technology is its reproducibility (Ramnanan and Pound, 2017; Cao and Cerfolio, 2019). Practitioners can rehearse a procedure on a virtual patient or simulated tissue as many times as they wish before performing it on real patients. In medical education, VR allows students to see through body tissues and visualize the underneath areas (Cao and Cerfolio, 2019; Yu et al., 2019; Siyar et al., 2020). Practice experience is an essential element in pharmacy education (Teramachi et al., 2018). It is effective in boosting students' communication skills and problem-solving skills, which are both crucial for the provision of patient-centered care in a team-based approach (Lang et al., 2019). Unfortunately, actual practice experience can be limited by various factors, such as the policies at attachment sites, patients' preference, and availability of teaching staff (Wartman, 2019; Shrestha et al., 2020). Therefore, institutions are looking for alternative channels for students to practice their skills. One strategy is to adopt simulated patient cases (Kurup et al., 2017; Willemsen-Dunlap et al., 2018; Silva et al., 2019). In this paper, we share our experience of using VR learning tools in pharmacy education in a Hong Kong university. We will discuss the opportunities, challenges, and suggestions for future development of VR in pharmacy education.

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Tremor Assessment during Virtual Reality Brain Tumor Resection

Cited by 18 publications

References 23 publications

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

A systematic review of virtual reality for the assessment of technical skills in neurosurgery

The Use of Virtual Reality in Pharmacy Education in Hong Kong: Lessons Learnt

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