Virtual reality simulation training in Otolaryngology

Arora, Asit; Lau, Loretta Y.M.; Awad, Zaid; Darzi, Ara; Singh, Arvind; Tolley, Neil

doi:10.1016/j.ijsu.2013.11.007

Cited by 93 publications

(74 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(6, 7, 8) The use of 3D educational tools has also gained significant traction in the academic arena; recent literature demonstrates the potential to improve surgical training. (7, 9) Furthermore, SBB is the planning software for Scopis Navigation; thus, this navigation system can further bridge the gap between reviewing CT scans and actual surgery, by displaying trainees’ annotation on the CT scans during navigation in actual surgical cases.…”

Section: Discussionmentioning

confidence: 99%

Educational utility of advanced three‐dimensional virtual imaging in evaluating the anatomical configuration of the frontal recess

Agbetoba

Luong²,

Siow

et al. 2016

Int Forum Allergy Rhinol

View full text Add to dashboard Cite

Introduction Endoscopic sinus surgery represents a cornerstone in the professional development of otorhinolaryngology trainees. Mastery of these surgical skills requires an understanding of paranasal sinus and skull base anatomy. The frontal sinus is associated with a wide range of variation and complex anatomical configuration, and thus represents an important challenge for all trainees performing endoscopic sinus surgery. Methods Forty-five otorhinolaryngology trainees and 20 medical school students from five academic institutions were enrolled and randomized into 1 of 2 groups. Each subject underwent learning of frontal recess anatomy with both traditional 2D learning methods using a standard DICOM viewing software (RadiAnt Dicom Viewer Version 1.9.16) and 3D learning utilizing a novel preoperative virtual planning software (Scopis Building Blocks), with half learning with the 2D method first and the other half learning with the 3D method first. Four questionnaires that included a total of twenty items were scored for subjects’ self-assessment on knowledge of frontal recess and frontal sinus drainage pathway anatomy following each learned modality. A two-sample Wilcoxon rank-sum test was used in the statistical analysis comparing the 2 groups. Results Most trainees (89%) believed that the virtual 3D planning software significantly improved their understanding of the spatial orientation of the frontal sinus drainage pathway. Conclusion Incorporation of virtual 3D planning surgical software may help augment trainees understanding and spatial orientation of the frontal recess and sinus anatomy. The potential increase in trainee proficiency and comprehension theoretically may translate to improved surgical skill and patient outcomes and in reduced surgical time.

show abstract

Section: Discussionmentioning

confidence: 99%

Educational utility of advanced three‐dimensional virtual imaging in evaluating the anatomical configuration of the frontal recess

Agbetoba

Luong²,

Siow

et al. 2016

Int Forum Allergy Rhinol

View full text Add to dashboard Cite

show abstract

“…There is a huge explosion of research in the effectiveness of VR-based training for surgery including meta-analyses and reviews (Al-Kadi et al, 2012;Zendejas et al, 2013;Lorello et al, 2014), transfer of training (Buckley et al, 2014;Connolly et al, 2014), and many specialized applications (Arora et al, 2014;Jensen et al, 2014;Singh et al, 2014). This is likely to be a field that expands considerably.…”

Section: Surgical Trainingmentioning

confidence: 99%

Enhancing Our Lives with Immersive Virtual Reality

2016

View full text Add to dashboard Cite

SUMMARYVirtual reality (VR) started about 50 years ago in a form we would recognize today [stereo head-mounted display (HMD), head tracking, computer graphics generated images] -although the hardware was completely different. In the 1980s and 1990s, VR emerged again based on a different generation of hardware (e.g., CRT displays rather than vector refresh, electromagnetic tracking instead of mechanical). This reached the attention of the public, and VR was hailed by many engineers, scientists, celebrities, and business people as the beginning of a new era, when VR would soon change the world for the better. Then, VR disappeared from public view and was rumored to be "dead. " In the intervening 25 years a huge amount of research has nevertheless been carried out across a vast range of applications -from medicine to business, from psychotherapy to industry, from sports to travel. Scientists, engineers, and people working in industry carried on with their research and applications using and exploring different forms of VR, not knowing that actually the topic had already passed away.The purpose of this article is to survey a range of VR applications where there is some evidence for, or at least debate about, its utility, mainly based on publications in peer-reviewed journals. Of course not every type of application has been covered, nor every scientific paper (about 186,000 papers in Google Scholar): in particular, in this review we have not covered applications in psychological or medical rehabilitation. The objective is that the reader becomes aware of what has been accomplished in VR, where the evidence is weaker or stronger, and what can be done. We start in Section 1 with an outline of what VR is and the major conceptual framework used to understand what happens when people experience it -the concept of "presence. " In Section 2, we review some areas where VR has been used in science -mostly psychology and neuroscience, the area of scientific visualization, and some remarks about its use in education and surgical training. In Section 3, we discuss how VR has been used in sports and exercise. In Section 4, we survey applications in social psychology and related areas -how VR has been used to throw light on some social phenomena, and how it can be used to tackle experimentally areas that cannot be studied experimentally in real life. We conclude with how it has been used in the preservation of and access to cultural heritage. In Section 5, we present the domain of moral behavior, including an example of how it might be used to train professionals such as medical doctors when confronting serious dilemmas with patients. In Section 6, we consider how VR has been and might be used in various aspects of travel, collaboration, and industry. In Section 7, we consider mainly the use of VR in news presentation and also discuss different types of VR. In the concluding Section 8, we briefly consider new ideas that have recently emerged -an impossible task since during the short time we have written this page even newer idea...

show abstract

“…It consists of three components: a workstation simulation platform (Silicon Graphics Inc.), a haptic controller, and an electromechanical human interaction platform with replica of an endoscope, surgical tools, and a mannequin. It is among the most widely validated sinus simulators, demonstrating content, concurrent, construct, and predictive validity and a significant retention of the acquired skills [62,64]. Dextroscope ® is also used in sinus surgery and has shown predictive validity [64].…”

Section: Voxel-manmentioning

confidence: 99%

“…It is among the most widely validated sinus simulators, demonstrating content, concurrent, construct, and predictive validity and a significant retention of the acquired skills [62,64]. Dextroscope ® is also used in sinus surgery and has shown predictive validity [64].…”

Section: Voxel-manmentioning

confidence: 99%

Virtual and Augmented Reality in Medical Education

Pantelidis¹,

Chorti²,

Papagiouvanni³

et al. 2018

Medical and Surgical Education - Past, Present and Future

View full text Add to dashboard Cite

Virtual reality (VR) and augmented reality (AR) are two contemporary simulation models that are currently upgrading medical education. VR provides a 3D and dynamic view of structures and the ability of the user to interact with them. The recent technological advances in haptics, display systems, and motion detection allow the user to have a realistic and interactive experience, enabling VR to be ideal for training in hands-on procedures. Consequently, surgical and other interventional procedures are the main fields of application of VR. AR provides the ability of projecting virtual information and structures over physical objects, thus enhancing or altering the real environment. The integration of AR applications in the understanding of anatomical structures and physiological mechanisms seems to be beneficial. Studies have tried to demonstrate the validity and educational effect of many VR and AR applications, in many different areas, employed via various hardware platforms. Some of them even propose a curriculum that integrates these methods. This chapter provides a brief history of VR and AR in medicine, as well as the principles and standards of their function. Finally, the studies that show the effect of the implementation of these methods in different fields of medical training are summarized and presented.

show abstract

Virtual reality simulation training in Otolaryngology

Abstract: Several simulator platforms particularly in temporal bone surgery and endoscopic sinus surgery are worthy of incorporation into training programmes. Standardised metrics are necessary to guide curriculum development in Otolaryngology.

Cited by 93 publications

References 39 publications

Educational utility of advanced three‐dimensional virtual imaging in evaluating the anatomical configuration of the frontal recess

Educational utility of advanced three‐dimensional virtual imaging in evaluating the anatomical configuration of the frontal recess

Enhancing Our Lives with Immersive Virtual Reality

Virtual and Augmented Reality in Medical Education

Contact Info

Product

Resources

About