Virtual reality simulator versus box-trainer to teach minimally invasive procedures: A meta-analysis

Guedes, Hugo Gonçalo; Ferreira, Zêmia Maria Câmara Costa; Leão, Layra Ribeiro de Sousa; Montero, Edna Frasson de Souza; Otoch, José Pinhata; Artifon, Everson Luiz de Almeida

doi:10.1016/j.ijsu.2018.12.001

Cited by 52 publications

(31 citation statements)

References 27 publications

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“…However, there are some recent meta-analysis that have found VR to be superior, e.g. comparing VR simulator to box trainer for minimally invasive procedures [15] and in improving postintervention knowledge and skills [18]. Thus, the current study, due to its size and rigor, lends strong support to the assumption that VR at least gives a non-inferior learning outcome.…”

Section: Discussionsupporting

confidence: 53%

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Is individual practice in an immersive and interactive virtual reality application non-inferior to practicing with traditional equipment in learning systematic clinical observation? A randomized controlled trial

Berg

Steinsbekk

2020

BMC Med Educ

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Background:The aim was to investigate if individual self-practice of the ABCDE approach (Airways, Breathing, Circulation, Disability, Exposure) in an immersive and interactive virtual reality (VR) application gave non-inferior learning outcome compared to using traditional equipment (TP) in first year medical and nursing students. Methods: A non-inferior parallel group randomized controlled trial. The study was linked to a regular teaching program conducted in August and September 2019. All students participated in a 15-min ABCDE introduction session, before they self-practiced the ABCDE approach for 20 min in either a fully immersive and interactive VR application using hand controllers with some haptic feedback (Individual VR) or with blood pressure gauge, earthermometer and oximeter (Individual TP). The primary outcome was the number of students who documented all the eight predefined observations in the ABCDE approach in the correct order in a practical test on an advanced simulator manikin with a time limit of 5 min, done immediately after the self-practice. The predefined one-sided non-inferiority limit was 13% points. Results: Of all eligible students, 84% participated in the study and randomly allocated to VR (n = 149) or TP (n = 140). The primary outcome showed non-inferiority of the VR application with 24.8% in individual VR doing all observations in correct order compared to 27.1% TP (absolute difference 2.3% points, one sided 95% CI 2.3 to 10.8). The secondary outcomes were similar between the groups, but more students in VR reported liking the way they practiced (absolute difference 46% points, 95% CI 36.5 to 56.6) and that it was a good way to learn (36.9% points, 95% CI 26.8 to 47). VR also scored high on the System Usability Scale (mean difference 6.4% points, 95% CI 2.8-10.1). Conclusions: Individual self-practicing the ABCDE approach in VR was non-inferior to individual self-practicing with traditional equipment.

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Section: Discussionsupporting

confidence: 53%

“…Research on the effect of different types of VR applications have been collected in several meta-analyses and reviews, and these show that VR have similar effect as other forms of training like lecturing, web-based programs, video films, simulation etc. [14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Is individual practice in an immersive and interactive virtual reality application non-inferior to practicing with traditional equipment in learning systematic clinical observation? A randomized controlled trial

Berg

Steinsbekk

2020

BMC Med Educ

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“…This was studied in conjunction with a laparoscopic TAPP on 30 medical students. In a meta-analysis, Guedes et al (12) came to the conclusion that the VR-based training is superior to those traditionally used by box-trainers with regard to some interventions.…”

Section: Discussionmentioning

confidence: 99%

Case Report: Virtual and Interactive 3D Vascular Reconstruction Before Planned Pancreatic Head Resection and Complex Vascular Anatomy: A Bench-To-Bedside Transfer of New Visualization Techniques in Pancreatic Surgery

et al. 2020

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intraoperative approach. Retrospectively, the vessel variant could be surmised in the axial projection of the CT scan, if one knew what to look for. Conclusion: For the conduction of a safe surgical procedure, it is imperative that rare anatomical variations are known preoperatively. Increasing digitalization in surgical and perioperative preparation holds great potential for better planning and improved patient safety. Research and cooperation projects such as the VIVATOP project are instrumental for the development of new visualization techniques, which are able to enhance the understanding of complex anatomical relations.

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“…Therefore, experience with VR-trainers, the benefits of objective skills-assessment and direct feedback has gained an important role within the TC. Even though a recent meta-analysis found better laparoscopy performance and time scores in VR training compared to box-training, all other evaluated parameter, regardless of the student's level of experience or type of activity, were equivalent [11].…”

Section: Discussionmentioning

confidence: 99%

Assessing practical laparoscopic training in certified Training Centers of the Gynecological Endoscopy Working Group (AGE) of the German Society of Gynecology and Obstetrics (DGGG)

Hackethal

Solomayer²,

Ulrich

et al. 2019

Arch Gynecol Obstet

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PurposeThis study was performed to assess the practical laparoscopic training in Gynecological Endoscopy Working Group (AGE) certified Training Centers (TC) and evaluate the possible implementation for a manual dexterity skills-training within the Minimal Invasive Surgery (MIC) certification process.Material and methodsAn online questionnaire was developed and the link provided for the heads of the AGE TC. The questionnaire comprised topics on TC organization, practical training performance and perspectives for future training and demographic data.ResultsResponse rate was 78.9% (15/19) of AGE TC. Grasping for the basic and suturing exercises for the advanced curricula, respectively, are thought to be of highest value (each 1.0 ± 0, on a scale from 1 = very valuable to 6 = not at all valuable). Most valuable parameter in assessing training was thought to be pressure/tension with 1.80 ± 1.08 The most valuable training capacity was considered for box training under supervision (1.27 ± 0.59) and feed-back box training with direct evaluation of various surgical skills (1.40 ± 0.63). Supervised box training was also thought to have the most positive influence on surgical performance (1.33 ± 0.49). The majority of respondents (86.7%) were qualified with the highest MIC certification and additional 66.7% were sub-specialized Gynecological Oncologists.ConclusionThe AGE certified TC offer a structured curriculum with emphasis on practical training. The results of this questionnaire and the additional respondents comments on value and future perspectives/changes of practical training support the concept and the implementation of a skills-training to the AGE MIC concept.

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Virtual reality simulator versus box-trainer to teach minimally invasive procedures: A meta-analysis

Cited by 52 publications

References 27 publications

Is individual practice in an immersive and interactive virtual reality application non-inferior to practicing with traditional equipment in learning systematic clinical observation? A randomized controlled trial

Is individual practice in an immersive and interactive virtual reality application non-inferior to practicing with traditional equipment in learning systematic clinical observation? A randomized controlled trial

Case Report: Virtual and Interactive 3D Vascular Reconstruction Before Planned Pancreatic Head Resection and Complex Vascular Anatomy: A Bench-To-Bedside Transfer of New Visualization Techniques in Pancreatic Surgery

Assessing practical laparoscopic training in certified Training Centers of the Gynecological Endoscopy Working Group (AGE) of the German Society of Gynecology and Obstetrics (DGGG)

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