Immersive virtual reality in orthopedic surgery as elective subject for medical students First experiences in curricular teaching
Background Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that tra...
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| Vydáno v: | Orthopädie (Heidelberg, Germany) Ročník 53; číslo 5; s. 369 - 378 |
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| Hlavní autoři: | , , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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Heidelberg
Springer Medizin
01.05.2024
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| ISSN: | 2731-7145, 2731-7153, 2731-7153 |
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| Abstract | Background
Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that training on VR simulators improves technical skills but its use in orthopedic training programs and especially in curricular teaching sessions for medical students are currently not well established. The aim of this study was to describe the implementation of a VR operating theater as an elective course for undergraduate medical students and to evaluate its effect on student learning.
Methods
An elective course for 12 students was implemented during the summer semester of 2023. Using Oculus Quest 2 headsets (Reality Labs, Meta Platforms, USA) and controllers and the PrecisionOS platform, they were able to train five different surgical procedures. The courses were accompanied by weekly topic discussions and instructional videos. Students were assigned to two groups: group VR vs. group non-VR. The groups were switched after 5 weeks. User feedback and performance development (theoretical and procedural surgical knowledge) after VR training were assessed using three questionnaires.
Results
The students highly appreciated the implementation of VR training into their curriculum and 91% stated that they would opt for further VR training. All students stated that VR training improved their understanding of surgical procedures and that it should be obligatory in surgical training for undergraduate medical students. After 5 weeks of training, students in the VR group achieved significantly better results (100 out of maximum 180 points) than the non-VR group (70 points,
p
= 0.0495) in procedural surgical knowledge. After completion of the VR training the VR group achieved 106 points and the non-VR group 104 points (
p
= 0.8564). The procedural knowledge for non-VR group after 5 weeks significantly improved after VR training from 70 to 106 points (
p
= 0.0087).
Conclusion
The iVR can be easily integrated into the curriculum of medical students and is highly appreciated by the participants. The iVR statistically improves the procedural knowledge of surgical steps compared to conventional teaching methods. Further implementation of iVR training in curricular teaching of medical students should be considered.
Graphic abstract |
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| AbstractList | Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that training on VR simulators improves technical skills but its use in orthopedic training programs and especially in curricular teaching sessions for medical students are currently not well established. The aim of this study was to describe the implementation of a VR operating theater as an elective course for undergraduate medical students and to evaluate its effect on student learning.BACKGROUNDVirtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that training on VR simulators improves technical skills but its use in orthopedic training programs and especially in curricular teaching sessions for medical students are currently not well established. The aim of this study was to describe the implementation of a VR operating theater as an elective course for undergraduate medical students and to evaluate its effect on student learning.An elective course for 12 students was implemented during the summer semester of 2023. Using Oculus Quest 2 headsets (Reality Labs, Meta Platforms, USA) and controllers and the PrecisionOS platform, they were able to train five different surgical procedures. The courses were accompanied by weekly topic discussions and instructional videos. Students were assigned to two groups: group VR vs. group non-VR. The groups were switched after 5 weeks. User feedback and performance development (theoretical and procedural surgical knowledge) after VR training were assessed using three questionnaires.METHODSAn elective course for 12 students was implemented during the summer semester of 2023. Using Oculus Quest 2 headsets (Reality Labs, Meta Platforms, USA) and controllers and the PrecisionOS platform, they were able to train five different surgical procedures. The courses were accompanied by weekly topic discussions and instructional videos. Students were assigned to two groups: group VR vs. group non-VR. The groups were switched after 5 weeks. User feedback and performance development (theoretical and procedural surgical knowledge) after VR training were assessed using three questionnaires.The students highly appreciated the implementation of VR training into their curriculum and 91% stated that they would opt for further VR training. All students stated that VR training improved their understanding of surgical procedures and that it should be obligatory in surgical training for undergraduate medical students. After 5 weeks of training, students in the VR group achieved significantly better results (100 out of maximum 180 points) than the non-VR group (70 points, p = 0.0495) in procedural surgical knowledge. After completion of the VR training the VR group achieved 106 points and the non-VR group 104 points (p = 0.8564). The procedural knowledge for non-VR group after 5 weeks significantly improved after VR training from 70 to 106 points (p = 0.0087).RESULTSThe students highly appreciated the implementation of VR training into their curriculum and 91% stated that they would opt for further VR training. All students stated that VR training improved their understanding of surgical procedures and that it should be obligatory in surgical training for undergraduate medical students. After 5 weeks of training, students in the VR group achieved significantly better results (100 out of maximum 180 points) than the non-VR group (70 points, p = 0.0495) in procedural surgical knowledge. After completion of the VR training the VR group achieved 106 points and the non-VR group 104 points (p = 0.8564). The procedural knowledge for non-VR group after 5 weeks significantly improved after VR training from 70 to 106 points (p = 0.0087).The iVR can be easily integrated into the curriculum of medical students and is highly appreciated by the participants. The iVR statistically improves the procedural knowledge of surgical steps compared to conventional teaching methods. Further implementation of iVR training in curricular teaching of medical students should be considered.CONCLUSIONThe iVR can be easily integrated into the curriculum of medical students and is highly appreciated by the participants. The iVR statistically improves the procedural knowledge of surgical steps compared to conventional teaching methods. Further implementation of iVR training in curricular teaching of medical students should be considered. Background Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that training on VR simulators improves technical skills but its use in orthopedic training programs and especially in curricular teaching sessions for medical students are currently not well established. The aim of this study was to describe the implementation of a VR operating theater as an elective course for undergraduate medical students and to evaluate its effect on student learning. Methods An elective course for 12 students was implemented during the summer semester of 2023. Using Oculus Quest 2 headsets (Reality Labs, Meta Platforms, USA) and controllers and the PrecisionOS platform, they were able to train five different surgical procedures. The courses were accompanied by weekly topic discussions and instructional videos. Students were assigned to two groups: group VR vs. group non-VR. The groups were switched after 5 weeks. User feedback and performance development (theoretical and procedural surgical knowledge) after VR training were assessed using three questionnaires. Results The students highly appreciated the implementation of VR training into their curriculum and 91% stated that they would opt for further VR training. All students stated that VR training improved their understanding of surgical procedures and that it should be obligatory in surgical training for undergraduate medical students. After 5 weeks of training, students in the VR group achieved significantly better results (100 out of maximum 180 points) than the non-VR group (70 points, p = 0.0495) in procedural surgical knowledge. After completion of the VR training the VR group achieved 106 points and the non-VR group 104 points ( p = 0.8564). The procedural knowledge for non-VR group after 5 weeks significantly improved after VR training from 70 to 106 points ( p = 0.0087). Conclusion The iVR can be easily integrated into the curriculum of medical students and is highly appreciated by the participants. The iVR statistically improves the procedural knowledge of surgical steps compared to conventional teaching methods. Further implementation of iVR training in curricular teaching of medical students should be considered. Graphic abstract Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that training on VR simulators improves technical skills but its use in orthopedic training programs and especially in curricular teaching sessions for medical students are currently not well established. The aim of this study was to describe the implementation of a VR operating theater as an elective course for undergraduate medical students and to evaluate its effect on student learning. An elective course for 12 students was implemented during the summer semester of 2023. Using Oculus Quest 2 headsets (Reality Labs, Meta Platforms, USA) and controllers and the PrecisionOS platform, they were able to train five different surgical procedures. The courses were accompanied by weekly topic discussions and instructional videos. Students were assigned to two groups: group VR vs. group non-VR. The groups were switched after 5 weeks. User feedback and performance development (theoretical and procedural surgical knowledge) after VR training were assessed using three questionnaires. The students highly appreciated the implementation of VR training into their curriculum and 91% stated that they would opt for further VR training. All students stated that VR training improved their understanding of surgical procedures and that it should be obligatory in surgical training for undergraduate medical students. After 5 weeks of training, students in the VR group achieved significantly better results (100 out of maximum 180 points) than the non-VR group (70 points, p = 0.0495) in procedural surgical knowledge. After completion of the VR training the VR group achieved 106 points and the non-VR group 104 points (p = 0.8564). The procedural knowledge for non-VR group after 5 weeks significantly improved after VR training from 70 to 106 points (p = 0.0087). The iVR can be easily integrated into the curriculum of medical students and is highly appreciated by the participants. The iVR statistically improves the procedural knowledge of surgical steps compared to conventional teaching methods. Further implementation of iVR training in curricular teaching of medical students should be considered. |
| Author | Schuschke, Leonard Youssef, Yasmin Schöbel, Tobias Osterhoff, Georg Theopold, Jan Rotzoll, Daisy |
| Author_xml | – sequence: 1 givenname: Tobias surname: Schöbel fullname: Schöbel, Tobias email: tobias.schoebel@medizin.uni-leipzig.de organization: Department of Orthopedics, Trauma and Plastic Surgery, University of Leipzig – sequence: 2 givenname: Leonard surname: Schuschke fullname: Schuschke, Leonard organization: Department of Orthopedics, Trauma and Plastic Surgery, University of Leipzig – sequence: 3 givenname: Yasmin surname: Youssef fullname: Youssef, Yasmin organization: Department of Orthopedics, Trauma and Plastic Surgery, University of Leipzig – sequence: 4 givenname: Daisy surname: Rotzoll fullname: Rotzoll, Daisy organization: Skills and Simulation Centre LernKlinik Leipzig, Faculty of Medicine, University of Leipzig – sequence: 5 givenname: Jan surname: Theopold fullname: Theopold, Jan organization: Department of Orthopedics, Trauma and Plastic Surgery, University of Leipzig – sequence: 6 givenname: Georg surname: Osterhoff fullname: Osterhoff, Georg organization: Department of Orthopedics, Trauma and Plastic Surgery, University of Leipzig |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/38575780$$D View this record in MEDLINE/PubMed |
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| Cites_doi | 10.1016/j.medengphy.2015.11.021 10.1016/j.arthro.2015.07.023 10.1200/JGO.18.00263 10.2106/JBJS.M.00779 10.1097/CORR.0000000000001362 10.1007/s11695-018-03680-9 10.4103/jmsr.jmsr_78_19 10.1016/j.jss.2005.08.027 10.1016/j.compedu.2019.103778 10.1002/rcs.2067 10.1016/j.injury.2022.08.067 10.1016/j.jss.2021.06.045 10.1155/2017/4574172 10.1302/0301-620X.101B12.BJJ-2019-0643.R1 10.1177/1553350618761758 10.1016/j.jsurg.2020.11.003 10.1002/aet2.10103 10.5435/JAAOS-20-07-407 10.1016/j.arth.2019.04.002 10.2196/29080 10.1016/j.arthro.2016.10.021 10.1007/s00221-021-06303-5 10.3389/frobt.2020.00004 10.7556/jaoa.2018.146 10.1097/00000658-200210000-00008 10.1016/j.jsurg.2020.01.002 10.1001/jamanetworkopen.2020.31217 10.2106/JBJS.K.01284 10.2106/JBJS.19.00982 |
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| Keywords | Medizinische Ausbildung Surgical education Kompetenzbasiertes Lernen Medical education Competency-based education Chirurgische Ausbildung Simulationstraining Augmented reality Simulation training |
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Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic... Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment... |
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| SubjectTerms | Adult Chiropractic Medicine Clinical Competence Conservative Orthopedics Curriculum Education, Medical, Undergraduate - methods Educational Measurement Female Humans Male Medicine Medicine & Public Health Originalien Orthopedic Procedures - education Orthopedics Orthopedics - education Sports Medicine Students, Medical - psychology Students, Medical - statistics & numerical data Surgical Orthopedics Traumatic Surgery Virtual Reality Young Adult |
| Subtitle | First experiences in curricular teaching |
| Title | Immersive virtual reality in orthopedic surgery as elective subject for medical students |
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