Validation of the portable virtual reality training system for robotic surgery (PoLaRS): a randomized controlled trial

Abstract

Background As global use of surgical robotic systems is steadily increasing, surgical simulation can be an excellent way for robotic surgeons to acquire and retain their skills in a safe environment. To address the need for training in less wealthy parts of the world, an affordable surgical robot simulator (PoLaRS) was designed. Methods The aim of this pilot study is to compare learning curve data of the PoLaRS prototype with those of Intuitive Surgical’s da Vinci Skills Simulator (dVSS) and to establish face- and construct validity. Medical students were divided into two groups; the test group (n = 18) performing tasks on PoLaRS and dVSS, and the control group (n = 20) only performing tasks on the dVSS. The performance parameters were Time, Path length, and the number of collisions. Afterwards, the test group participants filled in a questionnaire regarding both systems. Results A total of 528 trials executed by 38 participants were measured and included for analyses. The test group significantly improved in Time, Path Length and Collisions during the PoLaRS test phase (P ≤ 0.028). No differences was found between the test group and the control group in the dVSS performances during the post-test phase. Learning curves showed similar shapes between both systems, and between both groups. Participants recognized the potential benefits of simulation training on the PoLaRS system. Conclusions Robotic surgical skills improved during training with PoLaRS. This shows the potential of PoLaRS to become an affordable alternative to current surgical robot simulators. Validation with similar tasks and different expert levels is needed before implementing the training system into robotic training curricula.

Design and evaluation of a smart passive dynamic arm support for robotic-assisted laparoscopic surgery

“…6 ). A shorter path length with equal time indicates a reduction in participants in the average speed of the participants on the AdLap-RS [ 10 , 14 ]. This reduction in speed could explain the lower number of collisions, as it suggests slower, more stable, and more precise movements.…”

“…(2) The device should be strong enough to withstand a load of 11 kg on each arm support without plastic deformation, equivalent to twice the weight of a 101 kg person’s arm. (3) The device should allow the required range of motion (ROM) for using the AdLap-RS system [ 10 ], with ROM specifications as follows: For the elbow: 20 cm in the x-axis, 42 cm in y-axis, and 20 cm in the z-axis. For the wrist: 31 cm in the x-axis, 46 cm in the y-axis, and 20 cm in the z-axis.…”

Crossover-effects in technical skills between laparoscopy and robot-assisted surgery

“…This was also concluded by our previous work regarding the use of objective force-based parameters to assess technical skills during laparoscopic skills training [ 29 , 30 , 48 ]. Following force-based assessment tools for LS, validity evidence for objective assessment tools for RAS in accumulating [ 15 , 16 , 49 – 52 ]. A recent construct validation study by our group confirmed the potential for force-based parameters in assessment of tissue handling skills in RAS training [ 51 ].…”

Virtual Reality in Biomedical Education in the sense of the 3Rs

“…39 In contrast, in a recent evaluation of robotic surgical skills learning on a VR-based platform, further improvements and expert knowledge were identified as needed before VR robotic training courses could be implemented in curricula. 39,40…”

“…39 In contrast, in a recent evaluation of robotic surgical skills learning on a VR-based platform, further improvements and expert knowledge were identified as needed before VR robotic training courses could be implemented in curricula. 39,40 In summary, VR technology has gained acceptance in diverse areas, such as in nursing schools, 40 as a support for oral hygiene in elderly/disabled people, 41 and as a replacement for demonstrations, especially if these methods do not have to be performed hands-on by participants later in their studies. To replace conventional training courses for more complex skills, where interaction and hands-on practice are mandatory, a further improvement in the technology is needed, and must be evaluated in terms of the competency to be acquired, before integration.…”