The use of virtual reality in reducing anxiety during cast removal: a randomized controlled trial

PurposeWhile virtual reality (VR) has been shown to be an effective distractor in children across a range of procedures, no studies have looked at its use within paediatric orthopaedics. The purpose of this study was to look at the use of VR in reducing anxiety levels in children during cast removal. In addition, the study aimed to find ways to enhance the efficiency of future VR trials in paediatrics.MethodsA non-blinded randomized control trial took place in children aged four to 18 years. Intraprocedural anxiety was measured using the Children’s Emotional Manifestation Scale (CEMS), while pre- and post-procedural anxiety was measured using the Short State Anxiety Inventory Scale. Additional data was collected on trait anxiety, nausea levels, desire for future VR use and areas of improvement for future VR studies.ResultsA total of 90 subjects were included in the study (control n = 45, intervention n = 45) with a mean age of 10.25 years (sd 3.35). Post-procedural anxiety and intraprocedural anxiety were 18% (p = 0.03) and 24% (p = 0.01) lower in the VR group, respectively, with the CEMS facial component showing a 31% (p < 0.001) reduction in the VR group. In all, 99% (n = 89) of subjects experienced no nausea, with one patient experiencing mild nausea that may have been present prior to VR use. Finally, 90% (n = 81) of subjects said they would like to use VR again, 1% (n = 1) said ‘no’ and 9% (n = 8) said ‘maybe’.ConclusionVR appears to be an effective distraction technique in reducing anxiety levels in children during cast removal.     

Role of simulation in surgical education and training

There are several challenges facing surgical education and training that simulation may help to address. A conceptual framework is required to allow the appropriate application of simulation to a given level and type of surgical skill and this should be driven by educational imperatives and not by technological innovation. Simple simulation is required for core skills training. Cognitive simulation is introduced as a way in which procedural skills training can be achieved. Virtual world simulation opens up significant opportunities for team skills training. A role for simulation in surgical education and training appears assured, but its success will be determined by the extent to which it is integral to high quality curricula, its importance determined by its contribution to both learning and assessment, and its sustainability determined by evidence of its advantages and cost‐effectiveness.     

大专护生外科护理学实训虚拟现实系统应用效果评价

目的 提高大专护生外科护理学实训效果及体验。方法 在2021级护理专科班4个班的护生中招募研究对象并以班为单位随机分为对照组（n=40）和观察组(n=37)。在外科护理学16学时的实训教学中,对照组依托学习通教学平台采用自主学习视频和入镜示范模式,观察组采用自主学习视频和虚拟现实系统训练模式。比较两组学习效果,并对观察组11名护生进行半结构访谈,以了解参与虚拟现实教学的体验。结果 教学后观察组操作成绩、教学满意度显著优于对照组（均P<0.05）,两组对线上教学系统和虚拟现实系统的可用性评价差异无统计学意义（P>0.05）。观察组护生参与虚拟现实教学的体验提取3个主题：参与的感受（积极和双赢）,参与的益处（沉浸和创新）,参与的影响因素（动力和障碍）。结论 应用虚拟现实系统可以提高大专护生外科护理学在线实训教学效果。     

Virtual reality digital surgical planning for jaw reconstruction: a usability study

Background

Digital surgical planning (DSP) has revolutionized the preparation and execution of the management of complex head and neck pathologies. The addition of virtual reality (VR) allows the surgeon to have a three-dimensional experience with six degrees of freedom for visualizing and manipulating objects. This pilot study describes the participants experience with the first head and neck reconstructive VR-DSP platform.

Methods

An original VR-DSP platform has been developed for planning the ablation and reconstruction of head and neck pathologies. A prospective trial utilizing this platform involving reconstructive surgeons was performed. Participants conducted a simulated VR-DSP planning session, pre- and post-questionnaire as well as audio recordings allowing for qualitative analysis.

Results

Thirteen consultant reconstructive surgeons representing three surgical backgrounds with varied experience were recruited. The majority of surgeons had no previous experience with VR. Based on the system usability score, the VR-DSP platform was found to have above average usability. The qualitative analysis demonstrated the majority had a positive experience. Participants identified some perceived barriers to implementing the VR-DSP platform.

Conclusions

Virtual reality-digital surgical planning is usable and acceptable to reconstructive surgeons. Surgeons were able to perform the steps in an efficient time despite limited experience. The addition of VR offers additional benefits to current VSP platforms. Based on the results of this pilot study, it is likely that VR-DSP will be of benefit to the reconstructive surgeon.     

Virtual reality laparoscopic skill assessment in microgravity

BACKGROUND: The objective of the study was to assess if performance of basic laparoscopic skills on a virtual reality (VR) simulator is impaired in microgravity relative to normal gravitational influences. MATERIALS AND METHODS: Fourteen subjects with various educational backgrounds underwent basic laparoscopy skill training for five consecutive days on the ground before flying aboard NASA's KC-135 zero-gravity laboratory. The participants performed basic laparoscopic exercises (clip applying, grasping, cutting, and suturing) on a VR laparoscopy simulator, both on the ground and during 25-s microgravity windows in parabolic flight. Skill levels after ground training were compared with skill levels in performing the same tasks in microgravity. Blinded reviewers measured the number of tasks successfully completed, tissue damage number, left and right hand path lengths during task execution, and percentage of task attempts that resulted in successful completion. RESULTS: A significant increase in tissue injury (t test, P < 0.05) and task erosion were seen in clip applying, cutting, and grasping in microgravity (45%, 20% and 57% decrease in task attempts that resulted in a successful completion, respectively). However, there was no significant difference in the left and right hand path lengths, and the total number of tasks successfully completed on the ground versus in microgravity, for any of the four laparoscopic exercises (t test, P > 0.05). CONCLUSION: This study demonstrates decreased efficiency and increased injury to the simulated tissues in performing laparoscopic skills during microgravity as compared to performing these skills in standard gravitational influence. Additional experiments are indicated to further develop and validate VR microgravity surgical simulation.     

Use of a virtual reality simulator for ureteroscopy training

PURPOSE: Virtual reality surgical simulators may shorten operative time and reduce the potential for iatrogenic injury by providing training outside the operating room. We hypothesized that training on a virtual ureteroscopy (VU) simulator would allow novice endoscopists to overcome the initial learning curve before entering the operating room. MATERIALS AND METHODS: We evaluated 16 medical students on their ability to perform specific ureteroscopic tasks on a VU simulator. The students trained on the simulator for a total of 5 hours over multiple sessions using different training modules and then were retested on the initial module. Likewise, 16 urology residents with varying degrees of endoscopic experience were assessed on the same test module twice, without additional simulator training. RESULTS: The students improved task completion time from 17.4 to 8.7 minutes (p <0.05), while the residents performed the task in 7.6 minutes at baseline and 6.7 minutes at the second trial. Stratification of residents by years of urology training revealed that the mean completion time for the students after training did not differ statistically from that of first year residents who had performed a median of 14 clinical ureteroscopies. Furthermore, the subjective performance scores of the students were comparable to those of the first year residents. CONCLUSIONS: Novice medical students trained on a VU simulator improved task completion time by 50% after training, and performed comparably to residents who had completed nearly 1 year of urology training. VR training may allow beginning urology residents to shorten the initial learning curve associated with ureteroscopy training, although this hypothesis requires further validation.     

A surgical virtual reality simulator distinguishes between expert gynecologic laparoscopic surgeons and perinatologists

Background:Concern regarding the quality of surgical training in obstetrics and gynecology residency programs is focusing attention on competency based education. Because open surgical skills cannot necessarily be translated into laparoscopic skills and with minimally invasive surgery becoming standard in operative gynecology, the discrepancy in training between obstetrics and gynecology will widen. Training on surgical simulators with virtual reality may improve surgical skills. However, before incorporation into training programs for gynecology residents the validity of such instruments needs to first be established. We sought to prove the construct validity of a virtual reality laparoscopic simulator, the SurgicalSim^TM, by showing its ability to distinguish between surgeons with different laparoscopic experience.Methods:Eleven gynecologic surgeons (experts) and 11 perinatologists (controls) completed 3 tasks on the simulator, and 10 performance parameters were compared.Results:The experts performed faster, more efficiently, and with fewer errors, proving the construct validity of the SurgicalSim.Conclusions:Laparoscopic virtual reality simulators can measure relevant surgical skills and so distinguish between subjects having different skill levels. Hence, these simulators could be integrated into gynecology resident endoscopic training and utilized for objective assessment. Second, the skills required for competency in obstetrics cannot necessarily be utilized for better performance in laparoscopic gynecology.     

Design and validation of a virtual reality trainer for ultrasound-guided regional anaesthesia

Virtual reality is a form of high-fidelity simulation that may be used to enhance the quality of medical education. We created a bespoke virtual reality trainer software using high resolution motion capture and ultrasound imagery to teach cognitive-motor needling skills necessary for the performance of ultrasound-guided regional anaesthesia. The primary objective of this study was to determine the construct validity between novice and experienced regional anaesthetists. Secondary objectives were: to create learning curves for needling performance; compare the virtual environment immersion with other high-fidelity virtual reality software; and compare cognitive task loads imposed by the virtual trainer compared with real-life medical procedures. We recruited 21 novice and 15 experienced participants, each of whom performed 40 needling attempts on four different virtual nerve targets. Performance scores for each attempt were calculated based on measured metrics (needle angulation, withdrawals, time taken) and compared between the groups. The degree of virtual reality immersion was measured using the Presence Questionnaire, and cognitive burden was measured using the NASA-Task Load Index. Scores by experienced participants were significantly higher than novices (p = 0.002) and for each nerve target (84% vs. 77%, p = 0.002; 86% vs. 79%, p = 0.003; 87% vs. 81%, p = 0.002; 87% vs. 80%, p = 0.003). Log–log transformed learning curves demonstrated individual variability in performance over time. The virtual reality trainer was rated as being comparably immersive to other high-fidelity virtual reality software in the realism, possibility to act and quality of interface subscales (all p > 0.06) but not in the possibility to examine and self-performance subscales (all p < 0.009). The virtual reality trainer created workloads similar to those reported in real-life procedural medicine (p = 0.53). This study achieved initial validation of our new virtual reality trainer and allows progression to a planned definitive trial that will compare the effectiveness of virtual reality training on real-life regional anaesthesia performance.     

Curriculum-based solo virtual reality training for laparoscopic intracorporeal knot tying: objective assessment of the transfer of skill from virtual reality to reality

BACKGROUND: Very few studies have addressed the transferability of skills from virtual reality (VR) to real life. The aim of this study was to assess the feasibility and effectiveness of teaching intracorporeal knot tying (ICKT) by VR simulation only. METHODS: Twenty novices underwent structured training of basic skills training on the Minimally Invasive Surgical Trainer simulator (Mentice AB, Gothenburg, Sweden) followed by knot tying training on the LapSim simulator (Surgical Science, Gothenburg, Sweden). They were assessed pre- and post-training on a video trainer. Assessment of performance included motion tracking and video-based checklist. Nonparametric statistical analysis was used, and P < .05 was deemed significant. RESULTS: All participants completed a correct knot as compared with only 25% before VR training. Time to completion was 66% faster and knot quality 45% better after VR training. Significant reduction in number of movements (P = .006) and distance traveled (P < .000) by both hands after VR training. CONCLUSIONS: Teaching ICKT by VR simulators only is feasible and effective. Furthermore, this study highlights the complementary use of different VR simulators within a structured curriculum.     

实时跟踪和虚拟成像技术辅助创伤骨科手术机器人治疗股骨颈骨折

目的:探究实时跟踪和虚拟成像技术(real-time tracking and virtual reality technology,RTVI)辅助创伤骨科手术机器人术中配准治疗股骨颈骨折的治疗效果。方法:回顾分析2020年9月至2022年9月应用创伤骨科机器人手术治疗的60例股骨颈骨折患者,根据术中是否使用RTVI技术辅助机器人手术将患者分成两组:RTVI组28例,男12例,女16例;年龄28～60(46.2±9.3)岁。单纯天玑手术机器人组32例,男15例,女17例;年龄32～58(48.2±7.8)岁。观察并记录两组配准透视次数、手术时间、术中透视次数、术中出血量、住院时间。所有患者术后接受定期随访,常规复查髋关节X线片,记录Garden对线指数、骨折愈合时间、术后并发症、Harris评分。结果:60例患者均获得随访,其中RTVI组随访9～16(13.0±1.2)个月,单纯天玑手术机器人组随访10～14(12.0±1.3)个月,两组比较差异无统计学意义(P>0.05)。随访期间两组股骨颈骨折均愈合良好,无内固定松动、切口感染等并发症发生。RTVI组配准透视次数、手术时间、术...     

沉浸式虚拟现实技术在肺癌患者肺康复健康教育中的应用

目的 探讨沉浸式虚拟现实技术在早期肺癌患者肺康复健康教育中的应用效果,促进患者术后康复。方法 将120例早期肺癌患者随机分为对照组与干预组各60例。对照组实施常规健康教育;干预组在常规健康教育基础上,采用沉浸式虚拟现实技术进行肺康复健康教育。结果 干预组健康教育内容掌握率、肺康复训练依从性、6 min步行距离、Barthel指数及健康教育满意度显著高于对照组,Borg气促与劳累评分显著低于对照组（均P＜0.05）。结论 沉浸式虚拟现实技术用于早期肺癌患者肺康复健康教育,有助于患者对健康教育内容的掌握,提高肺康复训练的依从性及健康教育满意度,促进患者康复。     

Virtual reality and computer-enhanced training devices equally improve laparoscopic surgical skill in novices

BACKGROUND: The study aim was to compare the effectiveness of virtual reality and computer-enhanced videoscopic training devices for training novice surgeons in complex laparoscopic skills. METHODS: Third-year medical students received instruction on laparoscopic intracorporeal suturing and knot tying and then underwent a pretraining assessment of the task using a live porcine model. Students were then randomized to objectives-based training on either the virtual reality (n=8) or computer-enhanced (n=8) training devices for 4 weeks, after which the assessment was repeated. RESULTS: Posttraining performance had improved compared with pretraining performance in both task completion rate (94% versus 18%; P<0.001*) and time [181+/-58 (SD) versus 292+/-24*]. Performance of the 2 groups was comparable before and after training. Of the subjects, 88% thought that haptic cues were important in simulators. Both groups agreed that their respective training systems were effective teaching tools, but computer-enhanced device trainees were more likely to rate their training as representative of reality (P<0.01). CONCLUSIONS: Training on virtual reality and computer-enhanced devices had equivalent effects on skills improvement in novices. Despite the perception that haptic feedback is important in laparoscopic simulation training, its absence in the virtual reality device did not impede acquisition of skill.     

Challenges to the development of complex virtual reality surgical simulations

Virtual reality simulation in surgical training has become more widely used and intensely investigated in an effort to develop safer, more efficient, measurable training processes. The development of virtual reality simulation of surgical procedures has begun, but well-described technical obstacles must be overcome to permit varied training in a clinically realistic computer-generated environment. These challenges include development of realistic surgical interfaces and physical objects within the computer-generated environment, modeling of realistic interactions between objects, rendering of the surgical field, and development of signal processing for complex events associated with surgery. Of these, the realistic modeling of tissue objects that are fully responsive to surgical manipulations is the most challenging. Threats to early success include relatively limited resources for development and procurement, as well as smaller potential for return on investment than in other simulation industries that face similar problems. Despite these difficulties, steady progress continues to be made in these areas. If executed properly, virtual reality offers inherent advantages over other training systems in creating a realistic surgical environment and facilitating measurement of surgeon performance. Once developed, complex new virtual reality training devices must be validated for their usefulness in formative training and assessment of skill to be established.