Training on a Virtual Reality Laparoscopic Simulator Improves Performance of an Unfamiliar Live Laparoscopic Procedure

Lucas, Steven M.; Zeltser, Ilia S.; Bensalah, Karim; Tuncel, Altuğ; Jenkins, Adam; Pearle, Margaret S.; Cadeddu, Jeffrey A.

doi:10.1016/j.juro.2008.08.041

Cited by 55 publications

(20 citation statements)

References 18 publications

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“…Various studies have reported that training using virtual reality simulators has significantly increased skills in laparoscopic urology under real-life conditions. [9,10] Wet laboratory training on live animals The stages in the process of selecting an animal model can be summarised as; 5. Determine the importance of the factors in the application such as procurement, sheltering, caring, and managing animals, equipment, experience, and literature information 6.…”

Section: Dry Laboratory Training With Pelvitrainermentioning

confidence: 99%

Animal ethics in laparoscopic urology training

Gazel¹,

Ozgok²,

Bayraktar³

et al. 2017

Turkish Journal of Urology

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Laparoscopic urologic operating techniques are in widespread use throughout the world and because of various advantages, over the years they have virtually become a gold standard surgical intervention method. As laparoscopy is a painstaking technique to learn, the training consists of different stages. Within these stages of training, wet laboratory training where animals are used, is the most sensitive stage. The widespread use of experimental animals in medical research necessitated standardization and the establishment of certain regulations. This standardization and organization of laws and regulations started to be discussed in Europe approximately a century ago and have been established on a certain foundation. In this rewiev article, we discuss some important points and ethic rules about laparoscopic urologic training practiced on live animals.

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Section: Dry Laboratory Training With Pelvitrainermentioning

confidence: 99%

Animal ethics in laparoscopic urology training

Gazel¹,

Ozgok²,

Bayraktar³

et al. 2017

Turkish Journal of Urology

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“…The OSATS tool has demonstrated high reliability and construct validity and is now used as a globally validated rating scale (23 Global assessments are now widely used in the assessment of proficency during training and are used to study the effect that simulated surgical training has on operative skill. Studies by Scott et al, Hamilton et al, Traxer et al and Lucas et al demonstrating the transfer of skill from a simulated environment to the operating room have used a slightly modified version of OSATS with an included parameter of overall performance (24)(25)(26)(27). In the study by Scott et al (26), the modified OSATS showed improvement in four of the eight parameters including the new parameter overall performance.…”

Section: Global Rating Scalesmentioning

confidence: 99%

“…One study (25) provided training for the novice group in laparoscopic cholecystectomy but assessed skill transfer in laparoscopic nephrectomy. The results showed that the group who received time based simulated laparoscopic cholecystectomy training outperformed the control group when a laparoscopic nephrectomy was performed in a porcine model.…”

Section: Vr-to-or Transfermentioning

confidence: 99%

Virtual Reality – A New Era in Surgical Training

Buckley¹,

Nugent²,

Ryan³

et al. 2012

Virtual Reality in Psychological, Medical and Pedagogical Applications

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“…68,69 The technical skills acquired during virtual-reality training have been shown to be transferable both to an animal model and to patients in the operating room. [70][71][72][73] In a randomized doubleblinded study, Seymour and colleagues showed that particpants who received low-fidelity virtual-reality training showed improved time to complete laparoscopic cholecystectomy (29% faster than residents not trained using virtual reality), were five times more likely to make progress and six times less likely to make errors compared with residents not trained using virtual reality. 74 These results were replicated in a later randomized blinded controlled trial by Grantcharov and colleagues.…”

Section: Virtual Realitymentioning

confidence: 99%

Simulation in surgical education

Palter

Grantcharov²

2010

Canadian Medical Association Journal

121

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Key points• Both technical and non-technical skills are essential for surgeons in training.• Technical skills learned on low-fidelity benchtop models, video-based trainers and virtual-reality models are transferable to the operating room.• Current evidence does not show a clear advantage of either virtual reality or synthetic models in teaching technical skills.• Evidence is lacking on how best to integrate each type of simulator into a holistic, proficiency-based curriculum. Simulation in surgical educationVanessa N. Palter MD, Teodor P. Grantcharov MD PhDPreviously published at www.cmaj.caReview those used for teaching minimally invasive procedures (referred to as tower trainers or video-box trainers). Numerous benchtop models are available for the simulation of a variety of procedures, including knot-tying, fascial closure, and suturing 14 (Figure 1). The most obvious limitation of such models is that they teach only one surgical technique rather than an entire operation. 5 Their use requires the presence of an expert to demonstrate the procedure and provide feedback on performance. 1,5 Tower trainers include a box with slits on the superior surface for trocar insertion. Real laparoscopic instruments are inserted through the trocars into the box, where the procedure is simulated. A camera inside the box provides video output to a monitor on which trainees can watch their own movements. These models can simulate a variety of techniques, including laparoscopic suturing, knot-tying, clip-applying and coordination drills.14 One of the most well-described tower trainers is the physical laparoscopy trainer known as the McGill Inanimate System for Training and Evaluation of Laparoscopic Skills. This system consists of five tasks performed on an endotrainer box. 16 The tasks include peg transfer, cutting, placing a ligating loop and intracorporeal suturing. Virtual-reality simulationTraining by virtual-reality simulation encompasses systems designed to teach laparoscopic, endoscopic and percutaneous interventions. 13 The fidelity of virtual-reality simulators ranges widely, from the Minimally Invasive Surgical Trainer -Virtual Reality (MIST-VR) system, which is a low-fidelity system designed to teach general laparoscopic proficiency, to systems that teach component procedural skills and other systems that replicate entire operations 17 ( Figure 2 and Videos 1 and 2, available at www .cmaj .ca /cgi /content /full /cmaj .091743 /DC1). Unlike bench-model learning, the presence of an expert is not necessary when virtual-reality simulation is used. Such models allow for practice at varying levels of difficulty, can simulate complications and automatically provide objective measures of assessment, allowing for both formative and summative trainee assessment.18 Virtual-reality models have been criticized, however, for high initial cost of system acquisition, limited force-feedback with use of surgical instruments and lack of realism of graphics. 14,19The virtual operating room Benchtop models, virtual-reality models, and an...

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Training on a Virtual Reality Laparoscopic Simulator Improves Performance of an Unfamiliar Live Laparoscopic Procedure

Abstract: Surgical skills acquired as a result of training on a virtual reality laparoscopic simulator are not procedure specific but improve overall surgical skills, thereby translating into superior performance of an unrelated live laparoscopic urological procedure.

Cited by 55 publications

References 18 publications

Animal ethics in laparoscopic urology training

Animal ethics in laparoscopic urology training

Virtual Reality – A New Era in Surgical Training

Simulation in surgical education

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