Hysteroscopic placement of tubal sterilization implants: virtual reality simulator training

Panel, P.; Bajka, Michael; Tohic, A. Le; El-Ghoneimi, Alaa; Chis, C.; Cotin, Stéphane

doi:10.1007/s00464-011-2139-6

Cited by 43 publications

(12 citation statements)

References 32 publications

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“…We considered a 20 % reduction in intervention time as a relevant difference. This resulted in a minimum number of 12 subjects in each group, which is in line with previously reported validation studies using similar set‐ups [5, 6, 10, 17–19, 24–27, 31, 33, 34, 36]. Sixteen experts, 19 intermediates, and 33 novices were finally recruited at the training course.…”

Section: Methodssupporting

confidence: 61%

Evaluation of a virtual-reality-based simulator using passive haptic feedback for knee arthroscopy

Fucentese

Rahm

Wieser

et al. 2014

Knee Surg Sports Traumatol Arthrosc

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PURPOSE The aim of this work is to determine face validity and construct validity of a new virtual-reality-based simulator for diagnostic and therapeutic knee arthroscopy. METHODS The study tests a novel arthroscopic simulator based on passive haptics. Sixty-eight participants were grouped into novices, intermediates, and experts. All participants completed two exercises. In order to establish face validity, all participants filled out a questionnaire concerning different aspects of simulator realism, training capacity, and different statements using a seven-point Likert scale (range 1-7). Construct validity was tested by comparing various simulator metric values between novices and experts. RESULTS Face validity could be established: overall realism was rated with a mean value of 5.5 points. Global training capacity scored a mean value of 5.9. Participants considered the simulator as useful for procedural training of diagnostic and therapeutic arthroscopy. In the foreign body removal exercise, experts were overall significantly faster in the whole procedure (6 min 24 s vs. 8 min 24 s, p < 0.001), took less time to complete the diagnostic tour (2 min 49 s vs. 3 min 32 s, p = 0.027), and had a shorter camera path length (186 vs. 246 cm, p = 0.006). CONCLUSION The simulator achieved high scores in terms of realism. It was regarded as a useful training tool, which is also capable of differentiating between varying levels of arthroscopic experience. Nevertheless, further improvements of the simulator especially in the field of therapeutic arthroscopy are desirable. In general, the findings support that virtual-realitybased simulation using passive haptics has the potential to complement conventional training of knee arthroscopy skills. LEVEL OF EVIDENCE: II. Abstract Purpose The aim of this work is to determine face validity and construct validity of a new virtual-reality-based simulator for diagnostic and therapeutic knee arthroscopy. Methods The study tests a novel arthroscopic simulator based on passive haptics. Sixty-eight participants were grouped into novices, intermediates, and experts. All participants completed two exercises. In order to establish face validity, all participants filled out a questionnaire concerning different aspects of simulator realism, training capacity, and different statements using a seven-point Likert scale (range 1-7). Construct validity was tested by comparing various simulator metric values between novices and experts. Results Face validity could be established: overall realism was rated with a mean value of 5.5 points. Global training capacity scored a mean value of 5.9. Participants considered the simulator as useful for procedural training of diagnostic and therapeutic arthroscopy. In the foreign body removal exercise, experts were overall significantly faster in the whole procedure (6 min 24 s vs. 8 min 24 s, p \ 0.001), took less time to complete the diagnostic tour (2 min 49 s vs. 3 min 32 s, p = 0.027), and had a shorter camera path length (186 vs. 246 cm, p = 0.0...

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Section: Methodssupporting

confidence: 61%

Evaluation of a virtual-reality-based simulator using passive haptic feedback for knee arthroscopy

Fucentese

Rahm

Wieser

et al. 2014

Knee Surg Sports Traumatol Arthrosc

View full text Add to dashboard Cite

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“…In this manner, realism was evaluated Not all performance parameters measured by the simulator were able to differentiate between participants with varying hysteroscopy experience. We hereby confirm findings of previous studies by Bajka et al [30] and Panel et al [34], who investigated the face and construct validity of the diagnostic and sterilization module on this hysteroscopy simulator, respectively. Both studies found that less than half of all used parameters significantly correlated with hysteroscopy experience.…”

Section: Discussionsupporting

confidence: 91%

A virtual reality simulator for hysteroscopic placement of tubal sterilization micro-inserts: the face and construct validity

et al. 2013

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This study investigated the validity of a virtual reality simulator for hysteroscopic tubal sterilization. Initially performed laparoscopically, the hysteroscopic sterilization method is becoming increasingly popular. An adequate training model could enhance one's skills prior to the start of performing the procedure on the real patient. This prospective study (Canadian Task force II-2) enrolled 69 residents and gynecologists who were divided into three groups, based on vaginoscopic hysteroscopy and Essure® experience level: novices (N=17), intermediates (N=35), and experts (N=17). Participants completed two cases on a virtual reality simulator (EssureSim™) in which four Essure® placements were performed. A questionnaire was completed to assess face validity, and reality scores were given on a 5-point Likert scale. Construct validity was represented by the ability of six simulator-derived parameters to significantly differentiate between different hysteroscopic experience levels. Reality of the sterilization procedure was scored with a median of 5.00 points on a 5-point Likert scale by all participants with prior sterilization experience. Of these participants, 95.5 % indicated the simulator as a useful preparation for real-time Essure® placement. The expert and intermediate group performed both cases significantly faster than novices (p=.001). The novices had a significantly longer path length in comparison to the other groups (p=.006). Analysis of the remaining parameters did not show a persistent ability to differentiate between experience levels. Satisfactory validity was demonstrated for the EssureSim™ by high reality scores and moderate ability to distinguish between different performance levels.

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“…Such simulators are already in use in various medical specialties like ophthalmology, gynaecology and laparoscopic surgery. 19,20,21 Next to their advantage as teaching aids, they can be used as a tool for quality control before the performance of a specific procedure. These simulations can be enriched by means of augmented or virtual reality.…”

Section: Future Considerationsmentioning

confidence: 99%

Technology-enhanced learning: a role for video animation

et al. 2021

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The last 20 years has seen a shift in medical education from printed analogue formats of knowledge transfer to digital knowledge transfer via media platforms and virtual learning environments. Traditional university medical teaching was characterised by lectures and printed textbooks, which to a degree still have an important role to play in knowledge acquisition, but which in isolation do not engage the modern learner, who has become reliant on digital platforms and 'soundbite' learning. Recently, however, traditional methods of teaching and learning have been augmented by, and indeed sometimes replaced by, the alternative learning methods such as: problem-based learning; a greater integration of basic science and clinical considerations; smaller teaching groups; the 'flipped classroom' concept; and various technological tools which promote an interactive learning style. The aim of these new teaching methods is to overcome the well-documented limitations of traditional lectures and printed material in the transfer of knowledge from expert to student, by better engaging the minds of more visual learners and encouraging the use of diverse resources for lifelong learning. In this commentary paper, we share the concept of video animation as an additional educational tool, and one that can help to integrate molecular, cellular and clinical processes that underpin our understanding of biology and pathology in modern education. Importantly, while they can provide focused and attractive formats for 'soundbite' learning, their aim as a tool within the broader educational toolbox is to direct the interested reader towards more traditional formats of learning, which permit a deeper dive into a particular field or concept. In this manner, carefully constructed video animations can serve to provide a broad overview of a particular field or concept and to facilitate deeper learning when desired by the student.

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Hysteroscopic placement of tubal sterilization implants: virtual reality simulator training

Cited by 43 publications

References 32 publications

Evaluation of a virtual-reality-based simulator using passive haptic feedback for knee arthroscopy

Evaluation of a virtual-reality-based simulator using passive haptic feedback for knee arthroscopy

A virtual reality simulator for hysteroscopic placement of tubal sterilization micro-inserts: the face and construct validity

Technology-enhanced learning: a role for video animation

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