Virtual reality training for the operating room and cardiac catheterisation laboratory

Gallagher, Anthony G.; Cates, Christopher U.

doi:10.1016/s0140-6736(04)17278-4

Cited by 159 publications

(78 citation statements)

References 12 publications

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“…Virtual Reality is largely used in military training [1], automotive and aerospace design [2], medical training [3], and entertainment [4]. 3D digital technologies are often a topic of applied research [5] and are already being adopted for commercial applications especially in the automotive premium industries i.e.…”

Section: Introductionmentioning

confidence: 99%

Virtual Reality in Engineering Education: The Future of Creative Learning

Abulrub¹,

Attridge²,

Williams³

2011

Int. J. Emerg. Technol. Learn.

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Abstract-Virtual reality has achieved an adequate level of development for it to be considered in innovative applications such as education, training, and research in higher education. Virtual reality offers both opportunities and challenges for the educational sector. One of the challenges of virtual reality technology is the costs associated which have been unaffordable for educational institutes. However, in recent years, computer hardware and software development has made it more feasible to incorporate virtual reality technology into future teaching strategies.Despite the cost challenges, educational benefits of implementing virtual reality remain compelling. This paper explains virtual reality principle and describes the interactive educational environment developed at WMG, the University of Warwick. It also discusses the benefits of using state-ofthe-art 3D photorealistic interactive and immersive virtual environment for engineering undergraduates and postgraduate teaching, learning and training.

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Section: Introductionmentioning

confidence: 99%

Virtual Reality in Engineering Education: The Future of Creative Learning

Abulrub¹,

Attridge²,

Williams³

2011

Int. J. Emerg. Technol. Learn.

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“…12,13,20 Deliberate practice, a feedback-based educational method, requires continued practice of challenging skills. 21,22 Simulation-based education combined with deliberate practice [8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26] promotes skill acquisition [27][28][29][30][31][32] and adherence to Advanced Cardiac Life Support (ACLS) algorithms. 25,26,32 Senior internal medicine residents at Cooper University Hospital routinely act as code leaders.…”

Section: Introductionmentioning

confidence: 99%

Using Simulation Education With Deliberate Practice to Teach Leadership and Resource Management Skills to Senior Resident Code Leaders

Burden¹,

Pukenas²,

Deal³

et al. 2014

Journal of Graduate Medical Education

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Background Cardiopulmonary arrests are rare, high-stakes events that benefit from using crisis resource management (CRM). Simulation-based education with deliberate practice can promote skill acquisition. Objective We assessed whether using simulation-based education to teach CRM would lead to improved performance, compared to a lecture format. Methods We tested third-year internal medicine residents in simulated code scenarios. Participants were randomly assigned to simulation-based education with deliberate practice (SIM) group or lecture (LEC) group. We created a checklist of CRM critical actions (which includes announcing the diagnosis, asking for help/suggestions, and assigning tasks), and reviewed videotaped performances, using a checklist of skills and communications patterns to identify CRM skills and communication efforts. Subjects were tested in simulated code scenarios 6 months after the initial assessment. Results At baseline, all 52 subjects recognized distress, and 92% (48 of 52) called for help. Seventy-eight percent (41 of 52) did not succeed in resuscitating the simulated patient or demonstrate the CRM skills. After intervention, both groups (n = 26 per group) improved. All SIM subjects announced the diagnosis compared to 65% LEC subjects (17 of 26, P = .01); 77% (20 of 26) SIM and 19% (5 of 26) LEC subjects asked for suggestions (P < .001); and 100% (26 of 26) SIM and 27% (7 of 26) LEC subjects assigned tasks (P < .001). Conclusions The SIM intervention resulted in significantly improved team communication and cardiopulmonary arrest management. During debriefing, participants acknowledged the benefit of the SIM sessions.

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“…Thus, different clinical and laboratorial tools have been employed to combat this challenge, including the guidance of experienced mentors in patient interventions and training in animals or inanimate models (9,10). This "ex-vivo" learning is viewed as particularly valuable because it eliminates the ethical constraint involved in teaching surgery in animal models or humans, is considered efficient in the acquisition of psychomotor skills, is secure, and has a reasonable cost (11). For these reasons, with the goal of improved patient safety and surgical efficiency, much emphasis has been placed on training laparoscopic skills using simulators that replicate the conditions encountered during actual surgeries.…”

Section: Introductionmentioning

confidence: 99%

Can the Learning of Laparoscopic Skills Be Quantified by the Measurements of Skill Parameters Performed in a Virtual Reality Simulator?

Sandy¹,

Cruz²,

Passerotti³

et al. 2009

Journal of Urology

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Purpose: To ensure patient safety and surgical efficiency, much emphasis has been placed on the training of laparoscopic skills using virtual reality simulators. The purpose of this study was to determine whether laparoscopic skills can be objectively quantified by measuring specific skill parameters during training in a virtual reality surgical simulator (VRSS). Materials and Methods: Ten medical students (with no laparoscopic experience) and ten urology residents (PGY3-5 with limited laparoscopic experience) were recruited to participate in a ten-week training course in basic laparoscopic skills (camera, cutting, peg transfer and clipping skills) on a VRSS. Data were collected from the training sessions. The time that individuals took to complete each task and the errors that they made were analyzed independently. Results: The mean time that individuals took to complete tasks was significantly different between the groups (p < 0.05), with the residents being faster than the medical students. The residents' group also completed the tasks with fewer errors. The majority of the subjects in both groups exhibited a significant improvement in their task completion time and error rate. Conclusion: The findings in this study demonstrate that laparoscopic skills can be objectively measured in a VRSS based on quantified skill parameters, including the time spent to complete skill tasks and the associated error rate. We conclude that a VRSS is a feasible tool for training and assessing basic laparoscopic skills.

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Virtual reality training for the operating room and cardiac catheterisation laboratory

Cited by 159 publications

References 12 publications

Virtual Reality in Engineering Education: The Future of Creative Learning

Virtual Reality in Engineering Education: The Future of Creative Learning

Using Simulation Education With Deliberate Practice to Teach Leadership and Resource Management Skills to Senior Resident Code Leaders

Can the Learning of Laparoscopic Skills Be Quantified by the Measurements of Skill Parameters Performed in a Virtual Reality Simulator?

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