scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

scholarly journals Virtual reality mobile application to improve videoscopic airway training: A randomised trial

2021 ◽  
Vol 50 (2) ◽  
pp. 141-148
Author(s):  
Ying Wei Yau ◽  
Zisheng Li ◽  
Mui Teng Chua ◽  
Win Sen Kuan ◽  
Gene Wai Han Chan
Keyword(s):  
Virtual Reality ◽  
Teaching Methods ◽  
Mobile Application ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Teaching ◽  
Successful Intubation ◽  
Self Directed Learning ◽  
Traditional Teaching Methods ◽  
Directed Learning

Introduction: Flexible bronchoscopic intubation (FBI) is an important technique in managing an anticipated difficult airway, yet it is rarely performed and has a steep learning curve. We aim to evaluate if the integration of virtual reality gaming application into routine FBI training for emergency department doctors would be more effective than traditional teaching methods. Methods: We conducted a randomised controlled trial to compare self-directed learning using the mobile application, Airway Ex* in the intervention group versus the control group without use of the mobile application. All participants underwent conventional didactic teaching and low-fidelity simulation with trainer’s demonstration and hands-on practice on a manikin for FBI. Participants randomised to the intervention arm received an additional 30 minutes of self-directed learning using Airway Ex, preloaded on electronic devices while the control arm did not. The primary outcome was time taken to successful intubation. Results: Forty-five physicians (20 junior and 25 senior physicians) were enrolled, with male predominance (57.8%, 26/45). There was no difference in time taken to successful intubation (median 48 seconds [interquartile range, IQR 41–69] versus 44 seconds [IQR 37–60], P=0.23) between the control and intervention groups, respectively. However, the intervention group received better ratings (median 4 [IQR 4–5]) for the quality of scope manipulation skills compared to control (median 4 [IQR 3–4], adjusted P=0.03). This difference remains significant among junior physicians in stratified analysis. Conclusion: Incorporating virtual reality with traditional teaching methods allows learners to be trained on FBI safely without compromising patient care. Junior physicians appear to benefit more compared to senior physicians. Keywords: Airway management, emergency medicine, intubation, simulation education, virtual reality

scholarly journals A virtual reality simulator for hysteroscopic placement of tubal sterilization micro-inserts: the face and construct validity

2013 ◽  
Vol 10 (3) ◽  
pp. 181-188 ◽  
Author(s):  
Juliënne A. Janse ◽  
Sebastiaan Veersema ◽  
Frank J. Broekmans ◽  
Henk W. R. Schreuder
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Virtual Reality Simulator ◽  
Tubal Sterilization ◽  
The Face

scholarly journals The use of virtual reality in education

2020 ◽  
Vol 8 ◽  
pp. 186-192
Author(s):  
Marta Mauri Medrano ◽  
Keyword(s):  
Virtual Reality ◽  
Social Environment ◽  
Teaching Methods ◽  
Daily Practice ◽  
Educational Systems ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Technological Developments ◽  
Computer Resources ◽  
Great Development

Recent technological developments in the field of teaching have brought significant changes in the daily practice of teaching. Due to the great development of computer resources, we must adapt the old and traditional teaching methods to the new technological conditions existing in our social environment. One of the latest developments in the field of education are the virtual reality techniques, which will change the course of our educational systems in few years. This transformation is currently present in the technologically advanced countries.

What Was Good for the Goose Is No Longer Good for the Goslings

2011 ◽  
pp. 181-210
Keyword(s):  
Real World ◽  
Teaching Methods ◽  
Learner Control ◽  
Traditional Teaching ◽  
Online Environment ◽  
Face To Face ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Good For

Traditional teaching methods are outmoded. The face-to-face environment cannot be transferred online. It can only be effective if the design is learner-centric, providing opportunities for different types of interaction, flexibility, choice, collaboration, real-world skills, and learner control. The role of cyber educators is changing from a facilitator to a partner in learning. Learning in the online environment is a reciprocal exchange of knowledge between members of the community, as well as between the instructor and the learner.

The Usefulness of Virtual Reality Head Set in Basic Surgical Skills Education of Medical Students

2021 ◽  
Author(s):  
Sofianna Ojala ◽  
Henrik Nuutinen ◽  
Joonas Sirola ◽  
Timo Nykopp ◽  
Heikki Kröger
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Teaching Methods ◽  
Surgical Skills ◽  
Perceived Usefulness ◽  
Added Value ◽  
Traditional Teaching ◽  
Average Rating ◽  
Traditional Teaching Methods ◽  
The Subject

Abstract BackgroundThe aim of this study was to investigate the usefulness of a Virtual Reality (VR) head set in teaching basic surgical skills. MethodsTwenty-six (26) fourth-year medical students from the University of Eastern Finland participated in a voluntary exercise. Students practiced basic surgical procedure exercises using VR4HEALTHCARE in VR with OCULUS Rift S glasses. Twelve (12) students performed the exercises under the guidance of a teacher and fourteen (14) without the teacher present. After the exercise, the groups filled out a feedback form including questions about the self-perceived usefulness of the training. Statistical analysis was performed using IBM SPSS Statistics 25.0 software, using the Mann-Whitney U test. ResultsThe most important data collected related to whether the student learned something new and whether VR adds value to medical education. Ratings were based on a scale of 0-10 (0 = worst, 10 = best). When the teacher was present, on average the students felt that they were learning something new and gave an average rating of 7.8 ± 1.8 and when teacher was not present students’ average rating was 5.3 ± 2.6 (p = 0.003). VR added value to teaching with a rating of 7.8 ± 1.7 when the teacher was present and 5.5 ± 3.0 when not present (p = 0.045). This study also included specific use of VR for abscess incision, suturing and insertion of a suprapubic catheter. ConclusionsThis study showed that new technology requires proper initial introduction and guidance, especially when the subject being taught is new to the student. The student should also have adequate knowledge of the subject to be taught before VR training. This research also shows, that in the virtual world, it is possible to teach things that may not be possible to teach effectively with traditional teaching methods. However, VR exercises should not replace high-quality traditional teaching methods.

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