The use of an online three-dimensional model improves performance in ultrasound scanning of the spine: a randomized trial

Niazi, Ahtsham U.; Carvalho, José Carlos Almeida; Chan, Vincent

doi:10.1007/s12630-013-9903-0

Cited by 16 publications

(16 citation statements)

References 15 publications

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“…A total of 24 studies (1757 participants) [11,24,26-28,30-32, 34-37,39,41-44,46-48,50-53] assessed knowledge as the primary outcome. Of them, 6 studies focused on postregistration health professionals [30,42,46,47,50,53] and all others focused on preregistration health professionals.…”

Section: Resultsmentioning

confidence: 99%

Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Kyaw¹,

Saxena²,

Posadzki³

et al. 2019

J Med Internet Res

504

300

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BackgroundVirtual reality (VR) is a technology that allows the user to explore and manipulate computer-generated real or artificial three-dimensional multimedia sensory environments in real time to gain practical knowledge that can be used in clinical practice.ObjectiveThe aim of this systematic review was to evaluate the effectiveness of VR for educating health professionals and improving their knowledge, cognitive skills, attitudes, and satisfaction.MethodsWe performed a systematic review of the effectiveness of VR in pre- and postregistration health professions education following the gold standard Cochrane methodology. We searched 7 databases from the year 1990 to August 2017. No language restrictions were applied. We included randomized controlled trials and cluster-randomized trials. We independently selected studies, extracted data, and assessed risk of bias, and then, we compared the information in pairs. We contacted authors of the studies for additional information if necessary. All pooled analyses were based on random-effects models. We used the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) approach to rate the quality of the body of evidence.ResultsA total of 31 studies (2407 participants) were included. Meta-analysis of 8 studies found that VR slightly improves postintervention knowledge scores when compared with traditional learning (standardized mean difference [SMD]=0.44; 95% CI 0.18-0.69; I2=49%; 603 participants; moderate certainty evidence) or other types of digital education such as online or offline digital education (SMD=0.43; 95% CI 0.07-0.79; I2=78%; 608 participants [8 studies]; low certainty evidence). Another meta-analysis of 4 studies found that VR improves health professionals’ cognitive skills when compared with traditional learning (SMD=1.12; 95% CI 0.81-1.43; I2=0%; 235 participants; large effect size; moderate certainty evidence). Two studies compared the effect of VR with other forms of digital education on skills, favoring the VR group (SMD=0.5; 95% CI 0.32-0.69; I2=0%; 467 participants; moderate effect size; low certainty evidence). The findings for attitudes and satisfaction were mixed and inconclusive. None of the studies reported any patient-related outcomes, behavior change, as well as unintended or adverse effects of VR. Overall, the certainty of evidence according to the GRADE criteria ranged from low to moderate. We downgraded our certainty of evidence primarily because of the risk of bias and/or inconsistency.ConclusionsWe found evidence suggesting that VR improves postintervention knowledge and skills outcomes of health professionals when compared with traditional education or other types of digital education such as online or offline digital education. The findings on other outcomes are limited. Future research should evaluate the effectiveness of immersive and interactive forms of VR and evaluate other outcomes such as attitude, satisfaction, cost-effectiveness, and clinical practice or behavior change.

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Section: Resultsmentioning

confidence: 99%

Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Kyaw¹,

Saxena²,

Posadzki³

et al. 2019

J Med Internet Res

504

300

View full text Add to dashboard Cite

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“…Recently, a remarkable improvement has been achieved in teaching ultrasound skills using an online three-dimensional model. In this study by Niazi et al , residents randomized to a three-dimensional online module identified key bony structures better than the control group during pre-procedural two-dimensional ultrasound albeit; no statistical difference was achieved among the groups (20). In our technology development efforts, we have determined that real-time volumetric imaging of a spine model using a custom handheld device is achievable and is a viable innovative technology.…”

Section: Discussionmentioning

confidence: 83%

Handheld real-time volumetric imaging of the spine: technology development

Tiouririne

Nguyen

Hossack

et al. 2014

Journal of Medical Engineering & Technology

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Technical difficulties, poor image quality and reliance on pattern identifications represent some of the drawbacks of two-dimensional ultrasound imaging of spinal bone anatomy. To overcome these limitations, we sought to develop real-time volumetric imaging of the spine using a portable handheld device. The device measured 19.2 cm x 9.2 cm x 9.0 cm and imaged at 5 MHz center frequency. 2D imaging under conventional ultrasound and volumetric (3D) imaging in real time was achieved and verified by inspection using a custom spine phantom. Further device performance was assessed and revealed a 75-minute battery life and average frame rate of 17.7 Hz in volumetric imaging mode. Our results suggest that real-time volumetric imaging of the spine is a feasible technique for more intuitive visualization of the spine. These results may have important ramifications for a large array of neuraxial procedures.

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“…In this way, the material is more likely to be learned if it is reviewed just prior to performing the procedure. 19 The simulator allows the user to practice the probe movements required to obtain optimal ultrasound views and perform landmarking of the interlaminar space. However, this simulator does not provide haptic feedback, nor does it test psychomotor skills.…”

Section: Discussionmentioning

confidence: 99%