Virtual reality training for cataract surgery operating performance in ophthalmology trainees

Lin, John C.; Yu, Zane Z; Greenberg, Paul B.

doi:10.1002/14651858.cd014953

Cited by 5 publications

(7 citation statements)

References 11 publications

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“…The rigor of our methodology, combined with the properties of the EyeSi simulator, resulted in valid learning curves that are in line with the state of the art [35]. The validity of the y-axis (score, completion duration and odometer) is supported by the extensive literature available relating to the bene ts for residents and patients of using the EyeSi simulator, the reproducibility and the correlation of score with real-life skills [9,[15][16][17][18][19][20][21]. The high consistency of the methodology supports the validity of the x-axis, which measures the learning effort of residents: each resident was given strictly equal units of time spent practicing on the same simulator with a homogeneous group of instructors and the assessments were standardized and consistent over time.…”

Section: Discussionmentioning

confidence: 78%

“…The EyeSi® surgical simulator (VRMagic, Mannheim, Germany) holds the highest usage rate in France: it enables to virtually execute the majority of the steps involved in cataract surgery, adjusting the complexity level and providing the student with both qualitative and quantitative evaluations for each surgical step. The bene ts of using the EyeSi® in resident training have been shown: the score achieved on the simulator correlates with various real-life surgical skill scores; the simulator distinguishes between skilled and novice operators, its use accelerates the learning curve, enhances surgical skill scores of both novice and experienced surgeons and decreases the occurrence of surgical complications [9,[15][16][17][18][19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

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Learning curves of novice residents on cataract surgery simulator: the E3CAPS pedagogic study

Ducloyer,

Poinas,

Duchesne

et al. 2024

Preprint

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Introduction Training novice ophthalmology residents on the EyeSi® simulator increases cataract surgery safety. However, there is no consensus regarding how much training residents should perform before their first time on patients. We evaluated the French national training program through the analysis of the learning curves of novice residents. Methods Prospective multicentric pedagogic study conducted with French novice residents. Each resident completed the recommended four two-hour training sessions and performed a standardized assessment simulating standard cataract surgery before the first session (A0), at the end of the first (A1), second (A2), third (A3) and fourth (A4) sessions. For each surgical step of each attempt, the following data were collected: score, odometer, completion time, posterior capsular rupture and ultrasounds delivered. Results Sixteen newly nominated ophthalmology residents were included. Median score progressively increased from 95 [IQR 53; 147]) at A0 to 425 [IQR 411; 451] at A4. Despite a significant progression, the “emulsification” step had the lowest A4 scores 86 [IQR 60; 94] without reduction in completion time, odometer or ultrasounds delivered. The rate of posterior capsular rupture decreased linearly from 75% at A0 to 13% at A4 during “emulsification” and from 69–0% during “irrigation and aspiration”. At A4, only 25% [8; 53] of residents had > 80 at each step and only 75% [47; 92] had > 400/500 overall. Conclusion A training program consisting of four two-hour sessions on the EyeSi simulator over four consecutive days effectively enhances the surgical skills of novice ophthalmology residents. Undergoing more training sessions may improve scores and decrease the incidence of surgical complications, particularly at the emulsification step of cataract surgery. The learning curves presented here can reassure residents who are progressing normally and help identify those who need a further personalized training program. ClinicalTrials registration number: NCT05722080 (first registration 10/02/2023)

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Section: Discussionmentioning

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Learning curves of novice residents on cataract surgery simulator: the E3CAPS pedagogic study

Ducloyer,

Poinas,

Duchesne

et al. 2024

Preprint

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“…In a Cochrane review from 2021, Lin et al [16] assessed impact of virtual reality simulationbased cataract surgery training on operating performance of postgraduate ophthalmology trainees, measured by intraoperative complications among others. The review contained some of aforementioned studies [7,18,30].…”

Section: Is Simulation-based Cataract Surgery Effective?mentioning

confidence: 99%

“…A vast variety of different simulated training modalities are accessible in the field of ophthalmology and education through simulationbased cataract surgery might pave the way for faster learning and increased patient safety. Systematic reviews have been conducted on simulation-based surgical training including virtual reality vitreoretinal surgery [15], cataract surgery [16] and ophthalmological training in simulation-based training in general [17]. However, an updated overview obtaining overall knowledge about different training modalities more specifically for residents in ophthalmology is missing.…”

Section: Introductionmentioning

confidence: 99%

Modern Educational Simulation-Based Tools Among Residents of Ophthalmology: A Narrative Review

2022

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Introduction: With no specific overview on simulation-based training for educational purposes among residents in ophthalmology, this narrative review attempts to highlight the current literature on modern educational simulation-based tools used to educate residents in ophthalmology. Methods: We searched databases Web of Science and PubMed between March 15 and July 21, 2022. Relevant and accessible articles and abstracts published after 2006 and in English only were included. Results: Simulation-based cataract surgery is associated with better outcomes in the operating room and faster surgeries. Construct validity has been established across different procedures and levels in simulation-based cataract surgery and simulation-based vitreoretinal surgery. Other simulation-based procedures indicate promising results but in general lack evidencebased validity.

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“…In the realm of medical education, VR systems can serve as an alternative to traditional anatomical training methods, signi cantly minimizing the risks associated with the complexity of human anatomy and the unpredictability of patient interaction [4]. Additionally, VR technology has been extensively applied in elds such as internal medicine, surgery, rheumatology, ophthalmology, psychology, biomedical engineering, and biopharmaceuticals [5][6][7][8][9][10]. The introduction of VR technology has triggered a transformative change in medical education, greatly enhancing student engagement, understanding, and preparedness for clinical practice, as well as deepening the understanding of complex medical procedures [11].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Medical Education for Undergraduates: Integrating Virtual Reality and Case-Based Learning for Shoulder Joint

He,

Wang,

Sun

et al. 2024

Preprint

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Background The integration of Virtual Reality (VR) with Case-Based Learning (CBL) has the potential to revolutionize undergraduate medical education, particularly in complex subjects like anatomy and rehabilitation of the shoulder joint. This study aimed to explore the effectiveness of this innovative approach in enhancing learning outcomes and knowledge retention.Methods A comprehensive five-week educational program was developed, combining traditional lecture-based learning with VR-enhanced CBL. The study involved 82 undergraduate students from China Medical University, divided into groups receiving different combinations of VR and CBL. Student performance was evaluated through tests and questionnaires.Results In the study of anatomy-related courses, the integration of Virtual Reality (VR) technology with Case-Based Learning (CBL) yielded significantly higher results (87.71 ± 5.60) compared to traditional methods (82.59 ± 6.64), reaching a statistically significant difference (P<0.05). This provides compelling evidence of VR's potential to enhance student engagement and knowledge retention. In the context of physiotherapy-related courses, however, while the test scores of the VR-combined CBL group (81.85 ± 5.99) were marginally higher than those of the traditional CBL group (79.02 ± 7.57), this difference was not statistically significant (P>0.05).Conclusion The present study provides preliminary evidence for the benefits of incorporating VR into medical education, particularly in anatomy. While the results are promising, further research is needed to explore the optimal integration of VR and CBL in rehabilitation studies and to assess their long-term impact on student learning and clinical performance.

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Virtual reality training for cataract surgery operating performance in ophthalmology trainees

Cited by 5 publications

References 11 publications

Learning curves of novice residents on cataract surgery simulator: the E3CAPS pedagogic study

Learning curves of novice residents on cataract surgery simulator: the E3CAPS pedagogic study

Modern Educational Simulation-Based Tools Among Residents of Ophthalmology: A Narrative Review

Enhancing Medical Education for Undergraduates: Integrating Virtual Reality and Case-Based Learning for Shoulder Joint

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