The feasibility of virtual reality for anatomic training during temporal bone dissection course

Timonen, Tomi; Iso-Mustajärvi, Matti; Linder, Pia; Vrzáková, Hana; Sinkkonen, Saku T.; Luukkainen, Veera; Laitakari, Jaakko; Elomaa, Antti-Pekka; Dietz, Aarno

doi:10.3389/frvir.2022.957230

Cited by 4 publications

(1 citation statement)

References 41 publications

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“…Several studies have revealed that VRA considerably enhanced students' knowledge and skills in recognizing temporal bone structures (Timonen, Dietz, et al, 2022; Timonen, Iso‐Mustajärvi, et al, 2022). Another study discovered that VR training outperformed traditional approaches in enhancing students' three‐dimensional thinking abilities (Hou & Safwan, 2023).…”

Section: Discussionmentioning

confidence: 99%

A new dimension in medical education: Virtual reality in anatomy during COVID‐19 pandemic

Miltykh,

Kafarov,

Covantsev

et al. 2023

Clinical Anatomy

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Virtual reality technology has been increasingly used in the field of anatomy education, particularly in response to the COVID‐19 pandemic. Virtual reality in anatomy (VRA) allows the creation of immersive, three‐dimensional environments or experiences that can interact in a seemingly real or physical way. A comprehensive search of electronic databases was conducted to identify relevant studies. The search included studies published between 2020 and June 2023. The use of VRA education has been shown to be effective in improving students' understanding and retention of knowledge, as well as developing practical skills such as surgical techniques. VRA can allow students to visualize and interact with complex structures and systems in a way that is not possible with traditional methods. It can also provide a safe and ethical alternative to cadavers, which may be in short supply or have access restrictions. Additionally, VRA can be used to create customized learning experiences, allowing students to focus on specific areas of anatomy or to repeat certain exercises as needed. However, there are also limitations to the use of VRA education, including cost and the need for specialized equipment and training, as well as concerns about the realism and accuracy of VRA models. To fully utilize the potential of VRA education, it is important for educators to carefully consider the appropriate use of VR and to continuously evaluate its effectiveness. It is important for educators to carefully consider the appropriate use of VRA and to continuously evaluate its effectiveness to fully utilize its potential.

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Section: Discussionmentioning

confidence: 99%

A new dimension in medical education: Virtual reality in anatomy during COVID‐19 pandemic

Miltykh,

Kafarov,

Covantsev

et al. 2023

Clinical Anatomy

View full text Add to dashboard Cite

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Estimating Cognitive Workload Using Task‐Related Pupillary Responses in Simulated Drilling in Cochlear Implantation

Vrzáková,

Tapiala,

Iso‐Mustajärvi

et al. 2024

The Laryngoscope

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ObjectivesTraining of temporal bone drilling requires more than mastering technical skills with the drill. Skills such as visual imagery, bimanual dexterity, and stress management need to be mastered along with precise knowledge of anatomy. In otorhinolaryngology, these psychomotor skills underlie performance in the drilling of the temporal bone for access to the inner ear in cochlear implant surgery. However, little is known about how psychomotor skills and workload management impact the practitioners' continuous and overall performance.MethodsTo understand how the practitioner's workload and performance unfolds over time, we examine task‐evoked pupillary responses (TEPR) of 22 medical students who performed transmastoid‐posterior tympanotomy (TMPT) and removal of the bony overhang of the round window niche in a 3D‐printed model of the temporal bone. We investigate how students' TEPR metrics (Average Pupil Size [APS], Index of Pupil Activity [IPA], and Low/High Index of Pupillary Activity [LHIPA]) and time spent in drilling phases correspond to the performance in key drilling phases.ResultsAll TEPR measures revealed significant differences between key drilling phases that corresponded to the anticipated workload. Enlarging the facial recess lasted significantly longer than other phases. IPA captured significant increase of workload in thinning of the posterior canal wall, while APS revealed increased workload during the drilling of the bony overhang.ConclusionOur findings contribute to the contemporary competency‐based medical residency programs where objective and continuous monitoring of participants' progress allows to track progress in expertise acquisition. Laryngoscope, 2024

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Robotics and computer vision for health, food security, and environment

Hussain,

Wani,

Fayaz

et al. 2024

A Biologist�s Guide to Artificial Intelligence

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The feasibility of virtual reality for anatomic training during temporal bone dissection course

Cited by 4 publications

References 41 publications

A new dimension in medical education: Virtual reality in anatomy during COVID‐19 pandemic

A new dimension in medical education: Virtual reality in anatomy during COVID‐19 pandemic

Estimating Cognitive Workload Using Task‐Related Pupillary Responses in Simulated Drilling in Cochlear Implantation

Robotics and computer vision for health, food security, and environment

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