VR Simulation Leads to Enhanced Procedural Confidence for Surgical Trainees.
VR Simulation Leads to Enhanced Procedural Confidence for Surgical Trainees.
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DOI：
10.1016/j.jsurg.2019.08.008
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发表时间：
2020-01
影响因子：
2.9
通讯作者：
Cendán JC
中科院分区：
文献类型：
--
作者：
Lesch H;Johnson E;Peters J;Cendán JC
与被动方法相比，主动学习技术可以带来更多的知识获取。对于实践操作经验有限的医学生来说，虚拟现实（VR）平台代表主动学习，可以增强程序培训。我们假设，与视频等被动学习工具相比，TIPS（外科手术演示工具包）等 VR 模拟器是向医学生教授腹腔镜手术技术的更有效方式。在这项交叉研究中，参与者被随机分配执行 TIPS 腹腔镜阑尾切除术，然后进行腹腔镜胆囊切除术视频，或先进行腹腔镜阑尾切除术视频，然后进行 TIPS 腹腔镜胆囊切除术。每次干预后都会进行知识评估。事后调查用于收集学习经历的反馈和主观印象。中佛罗里达大学医学院 (UCF COM)。二、三、四年级医学生（n=37）。内容评估的验证显示出很强的内部一致性（Cronbach’s α = 0.73）。双尾 Fisher 精确测试表明，视频更易于使用 (p = 0.032)，但 TIPS 作为学习工具具有更大的实用性 (p < 0.001)，并且使人们对重现程序步骤的能力更有信心 (p < 0.001)。平均内容测验分数的双尾 T 检验显示，腹腔镜阑尾切除术测验各组之间的正确率没有显着差异 (p = 0.772)，但腹腔镜胆囊切除术测验中视频学习的差异有利于视频学习 (p = 0.042) 视频和 TIPS 都增强了学生学习的不同方面；然而，活跃的 TIPS 平台对重现程序步骤的能力产生了更大的信心，并且作为学习策略具有更大的实用性。视频使用简单，可以在课程设计中起到补充作用。
Active learning techniques result in greater knowledge acquisition compared to passive methods. For medical students with limited hands-on operative experiences, virtual reality (VR) platforms represent active learning and may enhance procedural training. We hypothesize that VR simulators like TIPS (Toolkit for Illustration of Procedures in Surgery) are a more effective modality in teaching laparoscopic surgical techniques to medical students when compared to passive learning tools like videos. In this crossover study participants were randomly assigned to perform either a TIPS laparoscopic appendectomy followed by video of a laparoscopic cholecystectomy, or video of a laparoscopic appendectomy followed by TIPS laparoscopic cholecystectomy. A knowledge assessment followed each intervention. A post-survey was used to gather feedback and subjective impressions of the learning experience. University of Central Florida College of Medicine (UCF COM). Second, third, and fourth-year medical students (n=37). Validation of the content assessments revealed strong internal consistency (Cronbach’s α = 0.73 ). A two-tailed Fisher’s exact test revealed that the video had greater ease of use ( p = 0.032 ), but TIPS had greater utility as a learning tool ( p < 0.001 ) and instilled greater confidence in the ability to reproduce procedural steps ( p < 0.001 ). A two-tailed T-test of the average content quiz scores revealed no significant difference in percentage correct between groups on the laparoscopic appendectomy quiz ( p = 0.772 ), but a difference favoring video learning on the laparoscopic cholecystectomy quiz ( p = 0.042 ) Video and TIPS both enhanced different aspects of student learning; however, the active TIPS platform produced greater confidence in the ability to reproduce the steps of the procedure and had greater utility as a learning strategy. Videos are simple to use and can serve a complementary role in curriculum design.
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