Use of a Low-Cost Portable 3D Virtual Reality Gesture-Mediated Simulator for Training and Learning Basic Psychomotor Skills in Minimally Invasive Surgery: Development and Content Validity Study

Alvarez-Lopez, Fernando; Maina, Marcelo Fabián; Saigí-Rubió, Francesc

doi:10.2196/17491

Cited by 16 publications

(18 citation statements)

References 164 publications

(118 reference statements)

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“…Another way to control for the wow-effect would be running the experiment with experienced VR headset users. Lastly, while this study chose to conceptualize learning as memorization, other forms of learning (i.e., psychomotor or embodied learning) might be of interest for future research (Seo et al, 2018;Alvarez-Lopez et al, 2020). In addition, the VR environment in this study was simulating a place illusion in a pointandclick manner which is highly similar to a traditional screen usage, while plausibility illusion or agency in the VR world has not been assessed but might be of interest for future research (Slater, 2017;Gruber and Kaplan-Rakowski, 2020;Hurault et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Interplay Between Presence and Learning

Ochs

Sonderegger

2022

Front. Virtual Real.

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The highly immersive Virtual reality (VR) headset is gaining popularity in multiple application domains. In the context of learning, it has been proposed to be beneficial by increasing presence and attention in noisy and distracting environments, both factors that are considered important for learning. Despite intensified research efforts in recent years, empirical knowledge of experimental research addressing the link between presence and learning in specific environmental contexts is still rather scarce. In this study following an experimental mixed-method approach, the link between presence and memorization as a particular form of learning is addressed by comparing memorization with a highly immersive VR headset to a less immersive system (desktop screen) in noisy and calm learning environments. Using a 2 (learning location) x 2 (learning device) between-subjects design, 63 participants interacted with one of the two devices in either of the two environments. As expected, VR headset users reported higher presence levels. While participants subjectively evaluated the VR headset as a better device for learning, the memorization test scores were higher for desktop screen users in both calm and noisy environments. Learning location did not show significant effects. Attention distraction and context-dependent learning are discussed with regard to the unexpected results, while implications for practice and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

The Interplay Between Presence and Learning

Ochs

Sonderegger

2022

Front. Virtual Real.

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“…The results obtained from the survey assessing fidelity to the criterion and content-related validity evidence for SIMISGEST-VR showed that all 30 participants felt that most aspects of the simulator were adequately realistic and that it could be used as a tool for teaching basic psychomotor skills in laparoscopic surgery (Likert score: range 4.07-4.73). The sources of content-related validity evidence showed that our simulator was a reliable training tool and that the tasks enabled learning of the basic psychomotor skills required in minimally invasive surgery (Likert score: range 4.28-4.67) [53].…”

Section: Methodsmentioning

confidence: 99%

Use of a Low-Cost Portable 3D Virtual Reality Simulator for Psychomotor Skill Training in Minimally Invasive Surgery: Task Metrics and Score Validity

Alvarez-Lopez¹,

Maina²,

Arango³

et al. 2020

JMIR Serious Games

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Background The high cost and low availability of virtual reality simulators in surgical specialty training programs in low- and middle-income countries make it necessary to develop and obtain sources of validity for new models of low-cost portable simulators that enable ubiquitous learning of psychomotor skills in minimally invasive surgery. Objective The aim of this study was to obtain validity evidence for relationships to other variables, internal structure, and consequences of testing for the task scores of a new low-cost portable simulator mediated by gestures for learning basic psychomotor skills in minimally invasive surgery. This new simulator is called SIMISGEST-VR (Simulator of Minimally Invasive Surgery mediated by Gestures - Virtual Reality). Methods In this prospective observational validity study, the authors looked for multiple sources of evidence (known group construct validity, prior videogaming experience, internal structure, test-retest reliability, and consequences of testing) for the proposed SIMISGEST-VR tasks. Undergraduate students (n=100, reference group), surgical residents (n=20), and experts in minimally invasive surgery (n=28) took part in the study. After answering a demographic questionnaire and watching a video of the tasks to be performed, they individually repeated each task 10 times with each hand. The simulator provided concurrent, immediate, and terminal feedback and obtained the task metrics (time and score). From the reference group, 29 undergraduate students were randomly selected to perform the tasks 6 months later in order to determine test-retest reliability. Results Evidence from multiple sources, including strong intrarater reliability and internal consistency, considerable evidence for the hypothesized consequences of testing, and partial confirmation for relations to other variables, supports the validity of the scores and the metrics used to train and teach basic psychomotor skills for minimally invasive surgery via a new low-cost portable simulator that utilizes interaction technology mediated by gestures. Conclusions The results obtained provided multiple sources of evidence to validate SIMISGEST-VR tasks aimed at training novices with no prior experience and enabling them to learn basic psychomotor skills for minimally invasive surgery.

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“…These countries face barriers to incorporate simulated training including high costs, finding an appropriate training environment, and storage of cadaveric and animal material [ 15 ]. However, development of virtual learning platforms, remote tele-simulation [ 34 ], and the development of low-cost high-fidelity VR platforms [ 4 , 50 ] could broaden opportunities for education. Our findings showed that synthetic and virtual platforms have been used to simulate key neurosurgical procedures, further demonstrating their applicability in low- and middle-income countries.…”

Section: Covid-19 and Simulation Models In Neurosurgerymentioning

confidence: 99%

Evaluation of simulation models in neurosurgical training according to face, content, and construct validity: a systematic review

et al. 2022

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Background Neurosurgical training has been traditionally based on an apprenticeship model. However, restrictions on clinical exposure reduce trainees’ operative experience. Simulation models may allow for a more efficient, feasible, and time-effective acquisition of skills. Our objectives were to use face, content, and construct validity to review the use of simulation models in neurosurgical education. Methods PubMed, Web of Science, and Scopus were queried for eligible studies. After excluding duplicates, 1204 studies were screened. Eighteen studies were included in the final review. Results Neurosurgical skills assessed included aneurysm clipping ( n = 6), craniotomy and burr hole drilling ( n = 2), tumour resection ( n = 4), and vessel suturing ( n = 3). All studies assessed face validity, 11 assessed content, and 6 assessed construct validity. Animal models ( n = 5), synthetic models ( n = 7), and VR models ( n = 6) were assessed. In face validation, all studies rated visual realism favourably, but haptic realism was key limitation. The synthetic models ranked a high median tactile realism (4 out of 5) compared to other models. Assessment of content validity showed positive findings for anatomical and procedural education, but the models provided more benefit to the novice than the experienced group. The cadaver models were perceived to be the most anatomically realistic by study participants. Construct validity showed a statistically significant proficiency increase among the junior group compared to the senior group across all modalities. Conclusion Our review highlights evidence on the feasibility of implementing simulation models in neurosurgical training. Studies should include predictive validity to assess future skill on an individual on whom the same procedure will be administered. This study shows that future neurosurgical training systems call for surgical simulation and objectively validated models. Supplementary Information The online version contains supplementary material available at 10.1007/s00701-021-05003-x.

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Use of a Low-Cost Portable 3D Virtual Reality Gesture-Mediated Simulator for Training and Learning Basic Psychomotor Skills in Minimally Invasive Surgery: Development and Content Validity Study

Cited by 16 publications

References 164 publications

The Interplay Between Presence and Learning

The Interplay Between Presence and Learning

Use of a Low-Cost Portable 3D Virtual Reality Simulator for Psychomotor Skill Training in Minimally Invasive Surgery: Task Metrics and Score Validity

Evaluation of simulation models in neurosurgical training according to face, content, and construct validity: a systematic review

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