Effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator

Piromchai, Patorn; Ioannou, Ioanna; Wijewickrema, Sudanthi; Kasemsiri, Pornthep; Lodge, Jason M.; Kennedy, Gregor; O’Leary, Stephen

doi:10.1017/s0022215116009233

Cited by 17 publications

(23 citation statements)

References 18 publications

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“…As a proof of concept though, there are examples of sophisticated adaptive systems that have been built to provide real time feedback and prompts based on student performance as they progress through procedural tasks. For example, adaptive systems have long been available to provide data-driven feedback and prompts to trainee surgeons (Piromchai et al, 2017), and dentists (Perry et al, 2015). That it is possible to create systems that can use data about student interaction to inform feedback interventions suggest that it is possible to build systems that will work across different knowledge domains to respond to students having difficulties.…”

Section: Implications Of the Frameworkmentioning

confidence: 99%

Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review

et al. 2018

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Difficulties are often an unavoidable but important part of the learning process. This seems particularly so for complex conceptual learning. Challenges in the learning process are however, particularly difficult to detect and respond to in educational environments where growing class sizes and the increased use of digital technologies mean that teachers are unable to provide nuanced and personalized feedback and support to help students overcome their difficulties. Individual differences, the specifics of the learning activity, and the difficulty of giving individual feedback in large classes and digital environments all add to the challenge of responding to student difficulties and confusion. In this integrative review, we aim to explore difficulties and resulting emotional responses in learning. We will review the primary principles of cognitive disequilibrium and contrast these principles with work on desirable difficulties, productive failure, impasse driven learning, and pure discovery-based learning. We conclude with a theoretical model of the zones of optimal and sub-optimal confusion as a way of conceptualizing the parameters of productive and non-productive difficulties experienced by students while they learn.

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Section: Implications Of the Frameworkmentioning

confidence: 99%

Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review

et al. 2018

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“…33,34 Skill performance Time to completion. 36,45,46 Performance scores using a continuous scale (e.g., the volume of bone removed, number of mistakes made, excessive use of force, and time to completion). 47 Expert analysis of technical skills (using OSATS, consisting of global rating scales and task-based checklists), 28,46,[48][49][50][51] and final product performance (using the Modified Welling Scale), 25,42,[52][53][54][55][56][57][58][59][60][61][62] on VR device and/or cadaver dissection.…”

Section: Outcome Variable Outcome Measuresmentioning

confidence: 99%

What is the Current State of Extended Reality Use in Otolaryngology Training? A Scoping Review

et al. 2022

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Objective To map current literature on the educational use of extended reality (XR) in Otolaryngology‐Head and Neck Surgery (OHNS) to inform teaching and research. Study Design Scoping Review. Methods A scoping review was conducted, identifying literature through MEDLINE, Ovid Embase, and Web of Science databases. Findings were reported according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for scoping review checklist. Studies were included if they involved OHNS trainees or medical students who used XR for an educational purpose in OHNS. XR was defined as: fully‐immersive virtual reality (VR) using head‐mounted displays (HMDs), non‐immersive and semi‐immersive VR, augmented reality (AR), or mixed reality (MR). Data on device use were extracted, and educational outcomes were analyzed according to Kirkpatrick's evaluation framework. Results Of the 1,434 unique abstracts identified, 40 articles were included. All articles reported on VR; none discussed AR or MR. Twenty‐nine articles were categorized as semi‐immersive, none used occlusive HMDs therefore, none met modern definitions of immersive VR. Most studies (29 of 40) targeted temporal bone surgery. Using the Kirkpatrick four‐level evaluation model, all studies were limited to level‐1 (learner reaction) or level‐2 (knowledge or skill performance). Conclusions Current educational applications of XR in OHNS are limited to VR, do not fully immerse participants and do not assess higher‐level learning outcomes. The educational OHNS community would benefit from a shared definition for VR technology, assessment of skills transfer (level‐3 and higher), and deliberate testing of AR, MR, and procedures beyond temporal bone surgery. Laryngoscope, 133:227–234, 2023

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“…In many circumstances, anatomical variations do not affect organ functioning (Eizenberg et al, 2008), and they are of particular relevance during clinical encounters in the diagnosis and treatment of conditions that require surgical or radiotherapeutic intervention (Sanudo et al, 2003, Alraddadi, 2021. For instance, variant anatomy has been highlighted as a significant challenge in organ retrieval and implantation (Watson & Harper, 2015), and simulated experiences of variant anatomy has been shown to statistically improve performance by surgical trainees (Piromchai et al, 2017). Notably, 10% of clinical malpractice has been reported to be due to ignorance of anatomical variations (Cahill & Leonard, 1999), and suboptimal knowledge of variant anatomy is consistently associated with legal medical claims (Ellis, 2002).…”

Section: Breaking the Norm: Anatomical Variation And Its Key Role In ...mentioning

confidence: 99%

Breaking the norm: Anatomical variation and its key role in medical education

Cullinane

Barry

2022

Anatomical Sciences Ed

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Effects of anatomical variation on trainee performance in a virtual reality temporal bone surgery simulator

Abstract: Training on temporal bones with differing anatomies is beneficial in the development of expertise.

Cited by 17 publications

References 18 publications

Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review

Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review

What is the Current State of Extended Reality Use in Otolaryngology Training? A Scoping Review

Breaking the norm: Anatomical variation and its key role in medical education

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