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Laparoscopic skill improvement after virtual reality simulator training in medical students as assessed by augmented reality simulator
Author(s) -
Nomura Tsutomu,
Mamada Yasuhiro,
Nakamura Yoshiharu,
Matsutani Takeshi,
Hagiwara Nobutoshi,
Fujita Isturo,
Mizuguchi Yoshiaki,
Fujikura Terumichi,
Miyashita Masao,
Uchida Eiji
Publication year - 2015
Publication title -
asian journal of endoscopic surgery
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 18
eISSN - 1758-5910
pISSN - 1758-5902
DOI - 10.1111/ases.12209
Subject(s) - virtual reality , augmented reality , simulation , test (biology) , computer science , curriculum , training system , medicine , human–computer interaction , psychology , paleontology , pedagogy , economics , biology , economic growth
Definitive assessment of laparoscopic skill improvement after virtual reality simulator training is best obtained during an actual operation. However, this is impossible in medical students. Therefore, we developed an alternative assessment technique using an augmented reality simulator. Methods Nineteen medical students completed a 6‐week training program using a virtual reality simulator ( L ap S im). The pretest and post‐test were performed using an object‐positioning module and cholecystectomy on an augmented reality simulator( ProMIS ). The mean performance measures between pre‐ and post‐training on the L ap S im were compared with a paired t ‐test. Results I n the object‐positioning module, the execution time of the task ( P < 0.001), left and right instrument path length ( P = 0.001), and left and right instrument economy of movement ( P < 0.001) were significantly shorter after than before the L ap S im training. With respect to improvement in laparoscopic cholecystectomy using a gallbladder model, the execution time to identify, clip, and cut the cystic duct and cystic artery as well as the execution time to dissect the gallbladder away from the liver bed were both significantly shorter after than before the L ap S im training ( P = 0.01). Conclusions Our training curriculum using a virtual reality simulator improved the operative skills of medical students as objectively evaluated by assessment using an augmented reality simulator instead of an actual operation. We hope that these findings help to establish an effective training program for medical students.