Virtual surgical tele-simulations in ophthalmology

Newball, Andrés Adolfo Navarro; Vélez, Juliana Ángel; Satizabal, J.E; Múnera, L.E; Bernabé, Gregorio

doi:10.1016/s0531-5131(03)00249-8

Cited by 8 publications

(3 citation statements)

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“…These types of methodologies range from treating patients with disabilities, training models for people, and teaching aids for teachers, among others. AR and VR have been present in the world of medical sciences for more than a decade, and their importance as an element of collaboration in virtual educational environments is increasingly important in the development of professionals in the optical sciences [13,14].…”

Section: Advantagesmentioning

confidence: 99%

Augmented Reality, Virtual Reality, and Game Technologies in Ophthalmology Training

et al. 2022

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Ophthalmology is a medical profession with a tradition in teaching that has developed throughout history. Although ophthalmologists are generally considered to only prescribe contact lenses, and they handle more than half of eye-related enhancements, diagnoses, and treatments. The training of qualified ophthalmologists is generally carried out under the traditional settings, where there is a supervisor and a student, and training is based on the use of animal eyes or artificial eye models. These models have significant disadvantages, as they are not immersive and are extremely expensive and difficult to acquire. Therefore, technologies related to Augmented Reality (AR) and Virtual Reality (VR) are rapidly and prominently positioning themselves in the medical sector, and the field of ophthalmology is growing exponentially both in terms of the training of professionals and in the assistance and recovery of patients. At the same time, it is necessary to highlight and analyze the developments that have made use of game technologies for the teaching of ophthalmology and the results that have been obtained. This systematic review aims to investigate software and hardware applications developed exclusively for educational environments related to ophthalmology and provide an analysis of other related tools. In addition, the advantages and disadvantages, limitations, and challenges involved in the use of virtual reality, augmented reality, and game technologies in this field are also presented.

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Section: Advantagesmentioning

confidence: 99%

Augmented Reality, Virtual Reality, and Game Technologies in Ophthalmology Training

et al. 2022

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“…Although this area of simulation has gained recent notoriety, the word telesimulation, as well as the overall concept of distance education, have been described prior to the recent characterization . The description of telesimulation as linking instructor and learner simulators via the Internet is restrictive in that it primarily focuses on the psychomotor domain of learning and requires duplicate simulation resources at instructor and learner locations.…”

Section: Telesimulation Definedmentioning

confidence: 99%

Telesimulation: An Innovative Tool for Health Professions Education

McCoy

Sayegh

Alrabah

et al. 2017

AEM Education and Training

158

130

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Telesimulation is a new and innovative concept and process that has been used to provide education, training, and assessment in health-related fields such as medicine. This new area of simulation, and its terminology, has its origins within the past decade. The face validity and ability to provide the benefits of simulation education to learners at off-site locations has allowed the wide and rapid adoption of telesimulation in the field of medical education. Telesimulation has been implemented in areas such as pediatric resuscitation, surgery, emergency medicine, ultrasound-guided regional anesthesia in anesthesiology, nursing, and neurosurgery. However, its rapid expansion and current use has outgrown its recent description less than a decade ago. To date, there is no unifying definition of telesimulation that encompasses all the areas where it has been used while simultaneously allowing for growth and expansion in this field of study. This article has two main objectives. The first objective is to provide a comprehensive and unifying definition of telesimulation that encompasses all the areas where it has been used while allowing for growth and expansion in the field of study. The secondary objective is to describe the utility of telesimulation for emergency medicine educators in the context of the current evidence to serve as a background and framework that educators may use when considering creating educational programs that incorporate telecommunication and simulation resources. This article is complementary to the large group presentation where this new comprehensive and unifying definition was introduced to the simulation community at the International

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“…Telesimulation is defined as a process that combines telecommunication and simulation, to allow most students to attend simulations online. 4,5 Telesimulation has also been described as a useful resource in other fields such as robotic surgery and ophthalmological surgery, [4][5][6][7][8] which do not particularly belong to emergency medicine. However, these are super-specialized fields and may not be applicable to undergraduates.…”

Section: Introductionmentioning

confidence: 99%

Application of telesimulation in a medical undergraduate course during the SARS-CoV-2 pandemic: a quantitative and retrospective study

et al. 2022

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BACKGROUND: Because of the social isolation and distancing measures that were imposed to stop the spread of coronavirus disease 19 , new ways of teaching were implemented. OBJECTIVES: To describe the implementation of telesimulation and seek to assess students' perceptions regarding telesimulation. DESIGN AND SETTING: Retrospective quantitative study conducted within the hospital simulation at a private medical school in São Paulo, Brazil. METHODS: After telesimulation training, students answered a questionnaire that provided an overall assessment of this activity, self-assessment and assessments of the facilitators and infrastructure provided by the University. RESULTS: Among the students, 50% reported that the activity was below expectations and 45% reported that it was in line with their expectations. The strong points of the activity were the clinical cases, workload and teachers. The main challenge was students' difficulty in reflecting on their learning and the infrastructure. CONCLUSIONS: Since students have less experience and fewer clinical encounters than residents or professionals, they also face more difficulty. Although telesimulation may have provided a valid alternative to replace simulation training during the COVID-19 pandemic, more face-to-face activities should be offered to students, when possible.

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Virtual surgical tele-simulations in ophthalmology

Cited by 8 publications

References 0 publications

Augmented Reality, Virtual Reality, and Game Technologies in Ophthalmology Training

Augmented Reality, Virtual Reality, and Game Technologies in Ophthalmology Training

Telesimulation: An Innovative Tool for Health Professions Education

Application of telesimulation in a medical undergraduate course during the SARS-CoV-2 pandemic: a quantitative and retrospective study

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