Abstract:Introduction Virtual reality (VR) simulators have been developed to train basic endoscopic surgical skills outside of the operating room. An important issue is how to create optimal conditions for integration of these types of simulators into the surgical training curriculum. The willingness of surgical residents to train these skills on a voluntary basis was surveyed. Methods Twenty-one surgical residents were given unrestricted access to a VR simulator for a period of four months. After this period, a compet… Show more
“…First, despite concerted efforts and organized attention to detail, one of the four institutions with a shared GI Mentor II (BAMC) failed to report any data. This is perhaps as important as the findings at the other sites, if not more important, in that it illustrates the difficulty of compliance with a study of this nature [9]. Although a studysite coordinator was designated, the ongoing military deployment at this institution required a last-minute change in leadership.…”
Section: Discussionmentioning
confidence: 97%
“…The training curriculum for flexible endoscopy skills was developed before this project at one of the host institutions (UTHSCSA), and an expert-derived, proficiency-based platform was selected [9]. The EndoBubble tasks were selected for skills training based on prior validation studies [10][11][12][13][14].…”
Section: Flexible Endoscopy Training Curriculummentioning
The feasibility of sharing educational and training resources among institutions was demonstrated. Likewise, the concept of "mobile simulation" appears to be useful and effective, with three of the four institutions involved successfully in implementing the training curriculum during a fixed period. Additionally, subjects who completed the training demonstrated both subjective and objective improvements in flexible endoscopy skills.
“…First, despite concerted efforts and organized attention to detail, one of the four institutions with a shared GI Mentor II (BAMC) failed to report any data. This is perhaps as important as the findings at the other sites, if not more important, in that it illustrates the difficulty of compliance with a study of this nature [9]. Although a studysite coordinator was designated, the ongoing military deployment at this institution required a last-minute change in leadership.…”
Section: Discussionmentioning
confidence: 97%
“…The training curriculum for flexible endoscopy skills was developed before this project at one of the host institutions (UTHSCSA), and an expert-derived, proficiency-based platform was selected [9]. The EndoBubble tasks were selected for skills training based on prior validation studies [10][11][12][13][14].…”
Section: Flexible Endoscopy Training Curriculummentioning
The feasibility of sharing educational and training resources among institutions was demonstrated. Likewise, the concept of "mobile simulation" appears to be useful and effective, with three of the four institutions involved successfully in implementing the training curriculum during a fixed period. Additionally, subjects who completed the training demonstrated both subjective and objective improvements in flexible endoscopy skills.
“…Die Hauptveränderung, die im Laufe dieses Jahres vorgenommen wurde, war die Einführung eines computerunterstütz-ten Lernprogramms, welches den Studierenden zu Übungszwecken zur Verfügung gestellt wurde. Zusätzlich wurde ein Skills Lab eingerichtet und 3 Pflichttermine zum Selbststudium eingeführt, da freiwilliges Training nur selten wahrgenommen wird [9]. Alle anderen Parameter, wie Betreuungssituation, Räumlichkeiten und praktische Ausbildung, wurden identisch belassen.…”
“…Der Effekt des Simulationstrainings für die Qualität in der laparoskopischen Chirurgie und Endoskopie konnte in mehreren randomisierten Studien nachgewiesen werden ( [2,3,4,5,6,7,8,9,10,11,12,13,14,15]; . Tab.…”
Section: Rationale Der Simulation In Der Kardiologieunclassified
Currently, more than 800,000 diagnostic procedures and 300,000 percutaneous coronary interventions are performed annually in 556 catheter laboratories in Germany. These numbers document the importance of training programs in interventional cardiology. However, this need is in sharp contrast to the time constraints for continuing medical education in Germany due to personnel and financial restrictions. A possible solution for this dilemma could be new training programs which partially supplement conventional clinical training by simulation-based medical education. Currently five virtual reality simulators for diagnostic procedures and percutaneous coronary interventions are available. These simulators provide a realistic hands-on training comparable to flight simulation in aviation.The simulator of choice for a defined training program depending on the underlying learning objectives could either be a simple mechanical model (for puncture training) or even a combination of virtual reality simulator and a full-scale mannequin (for team training and crisis resource management). For the selection of the adequate training program the basic skills of the trainee, the learning objectives and the underlying curriculum have to be taken into account. Absolutely mandatory for the success of simulation-based training is a dedicated teacher providing feedback and guidance. This teacher should be an experienced interventional cardiologist who knows both the simulator and the selected training cases which serve as a vehicle for transferring knowledge and skills.In this paper the potential of virtual reality simulation in cardiology will be discussed and the conditions which must be fulfilled to achieve quality improvement by simulation-based training will be defined.
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