Emerging simulation technologies in global craniofacial surgical training

Mehrotra, Divya; Markus, A.F.

doi:10.1016/j.jobcr.2021.06.002

Cited by 19 publications

(17 citation statements)

References 115 publications

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“…By providing incentive, score or feedback of trainees performance, it will encourage them throughout the training session to get involved and commit to the training task (Bracq et al 2021 ). For example, Mehrotra and Markus ( 2021b ) report on serious games and provide example of Kahoot® which the game had a time limits and provided score based on students’ performance. The result of the analysis indicated that by creating competitive environment, it resulted in learning gains and high participant satisfaction.…”

Section: Requirements For Validationmentioning

confidence: 99%

“…Over the last decades, computer-assisted training has gained significant momentum (Jou and Wang 2012 ). More specifically, technology-mediated learning has become increasingly popular among high-risk industries such as defense, aviation and medicine (Mehrotra and Markus 2021a ). In the field of health, technology-mediated learning has been defined as the learning platform in which participants’ interaction with other participants, objects within the environment or educator is mediated through technology (Alavi and Leidner 2001 ) which allows learners to repeatedly practice without the risk of error causing detrimental effects in an actual patient while enhancing their clinical skills and efficiency.…”

Section: Introductionmentioning

confidence: 99%

“…Virtual reality (VR) is a defined as a computer-generated reality, which creates an opportunity for learners to experience various auditory and visual stimuli experienced through specialized hardware, such as head-mounted displays (HMDs) (INACSL Standards Committee 2016 ). The implementation of VR in medicine is not new and has been used in various medical contexts, ranging from nursing, clinical psychology, hospital teamwork, anatomical discovery, surgical operational training, pre- and post-surgical training, and for augmentation, and has shown increasing potential for improving learning outcomes (Vaughan et al 2016 ; Bracq et al 2021 ; Mehrotra and Markus 2021a ).…”

Section: Introductionmentioning

confidence: 99%

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Toward the validation of VR-HMDs for medical education: a systematic literature review

Pedram,

Kennedy,

Sanzone

2023

Virtual Reality

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The latest technological advancements in the domain of virtual reality (VR) have created new opportunities to use VR as a training platform for medical students and practitioners more broadly. Despite the growing interest in the use of VR as a training tool, a commonly identified gap in VR-training for medical education is the confidence in the long-term validity of the applications. A systematic literature review was undertaken to explore the extent of VR (in particular head-mounted displays) applications for medical training with an additional focus on validation measures. The papers included in this review discussed empirical case studies of specific applications; however, these were mostly concerned with human–computer interaction and were polarized between demonstrating that a conceptual technology solution was feasible for simulation or looked at specific areas of VR usability with little discussion on validation measures for long-term training effectiveness and outcomes. The review uncovered a wide range of ad hoc applications and studies in terms of technology vendors, environments, tasks, envisaged users and effectiveness of learning outcomes. This presents decision-making challenges for those seeking to adopt, implement and embed such systems in teaching practice. The authors of this paper then take a wider socio-technical systems perspective to understand how the holistic training system can be engineered and validated effectively as fit for purpose, through distillation of a generic set of requirements from the literature review to aid design specification and implementation, and to drive more informed and traceable validation of these types of systems. In this review, we have identified 92 requirement statements in 11 key areas against which a VR-HMD training system could be validated; these were grouped into design considerations, learning mechanisms and implementation considerations.

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Section: Requirements For Validationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Toward the validation of VR-HMDs for medical education: a systematic literature review

Pedram,

Kennedy,

Sanzone

2023

Virtual Reality

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“…In a study by Stefanidis D. et al, 2013, it was mentioned that there were no differences in the perceived similarity to live-patient surgery in a study on pigs and human cadaver material [15]. Activities, including VR-tech, augmented reality (AR), 3D printing of models, and cadavers nowadays in the educational process, open new vistas in manual-skills shaping [16,17]. However, in the dentistry section there is lack of such studies-there are no results at PubMed when searching for "inferior alveolar nerve blockage AND stress AND dentist", "inferior alveolar nerve blockage AND cadaver AND training", and "inferior alveolar nerve blockage AND cadaver AND phantoms".…”

Section: Introductionmentioning

confidence: 99%

Cross-Sectional Study on the Comparative Assessment of Mandibular Anesthesia (Inferior Alveolar Nerve Blockage) Manual Skills Shaping among Dentists on Plastic and Biomaterial Models

et al. 2022

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Background: Providing regional anesthesia skills shaping remains relevant nowadays. A number of studies show that dentists have difficulties with these working independently. The study aim is the comparative analysis of the results of mandibular anesthesia (IANB) manual-skills shaping among dentists on plastic models and cadavers. Methods: In total, 999 participants were training in the skills of mandibular anesthesia from 2017 to 2021. The participants were divided in a random way into two groups: 700 participants were trained on plastic models, and 299 were trained on the cadaver material. After a lecture on the clinical and anatomical guidelines for IANB, a demonstration of the technique was provided, with subsequent testing of the injection technique. Satisfaction with the aspects of the training was assessed using the Likert scale. Results: the analysis of average values showed that participants from the group in which the manual skills were practiced on cadavers were more satisfied with the main aspects of the training, according to the sum of the main criteria of the modified scale. Conclusions: The important advantages of cadaver educational technology are that the sensations of tissue resistance are identical to natural ones, the individuality of each object, and the possibility of the visual study of the anesthesia technique, by dissection of the needle course and the location of the anesthetic depot.

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“…Thus, interactive VR systems which provide a full field of view (e.g., head-mounted displays, CAVEs, or 360 VR theatres) are referred to as fully immersive VR, whereas those with limited fields of view (such as desktop VR) are categorized as semi-immersive VR. However, both types of VR systems are currently used to train workers/ personnel, particularly in operations that are too dangerous, impractical, or costly to achieve via real-world/field training (Tichon and Burgess-Limerick, 2011;Bielsa, 2021;Mehrotra and Markus, 2021). For example, VR technology has long been used to train military and civilian pilots for high-risk scenarios in a safe physical environment (Honey et al, 2009;Schmitt et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Influence of age and industry experience on learning experiences and outcomes in virtual reality mines rescue training

Pedram

Palmisano²,

Miellet³

et al. 2022

Front. Virtual Real.

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This study examined the effects of age and industry expertise on trainees’ state of mind before, learning experiences during, and outcomes following virtual reality (VR) mines rescue training. The trainees were 284 mine rescue brigadesmen attending group VR training sessions run by Coal Services NSW. They were aged between 24 and 64 years and had up to 40 years of mines rescue experience. Questionnaire data and learning outcome measures showed that these miners were able to effectively engage with, and learn from, this VR training regardless of their age or mining experience. While the older trainees initially reported higher levels of stress and had less gaming experience, their experiences during VR training were very similar (although reports that the VR technology sometimes did not meet the task requirements did increase with age). Crucially, the perceived learning outcomes of this VR training were unaffected by age or field experience.

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Emerging simulation technologies in global craniofacial surgical training

Cited by 19 publications

References 115 publications

Toward the validation of VR-HMDs for medical education: a systematic literature review

Toward the validation of VR-HMDs for medical education: a systematic literature review

Cross-Sectional Study on the Comparative Assessment of Mandibular Anesthesia (Inferior Alveolar Nerve Blockage) Manual Skills Shaping among Dentists on Plastic and Biomaterial Models

Influence of age and industry experience on learning experiences and outcomes in virtual reality mines rescue training

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