Evaluation of Mixed Reality Technologies for Remote Feedback and Guidance During Transrectal Ultrasound Biopsy Simulation: A Prospective, Randomized, Crossover Study.

Autor: Nithipalan V; University of Rochester School of Medicine and Dentistry, Rochester, NY. Electronic address: Vivek_Nithipalan@urmc.rochester.edu., Holler T; Department of Urology, University of Rochester Medical Center, Rochester, NY., Schuler N; Department of Urology, University of Rochester Medical Center, Rochester, NY., Shepard L; Department of Urology, University of Rochester Medical Center, Rochester, NY., Ghazi A; Department of Urology, University of Rochester Medical Center, Rochester, NY.
Jazyk: angličtina
Zdroj: Urology [Urology] 2024 Jan; Vol. 183, pp. 25-31. Date of Electronic Publication: 2023 Nov 10.
DOI: 10.1016/j.urology.2023.10.029
Abstrakt: Objective: To compare equivalency of remote to in-person training during simulated transrectal ultrasound-guided prostate biopsy, we combined three technologies (mixed reality [MR] software, smart glasses, and hydrogel simulation model). Taken together, telemonitoring harnesses data streaming to provide real-time supervision and technical assistance for surgical procedures from an expert at a remote geographical location.
Methods: Nineteen students were randomized into two groups (MR-first and in-person-first) and proctored to measure prostate volume and perform 14-biopsies over seven sessions: pretest, two MR/in-person-guided training sessions, mid-test, crossover into two in-person/MR-guided training sessions, and post-test. MR sessions utilized Vuzix smart glasses with MR software (HelpLightning) to share the student's first-person perspective and Zoom to project the ultrasound screen to a remote instructor. Training and test sessions utilized single-color and seven-color prostate models, respectively. Accuracy of biopsy cores from test sessions were compared. Perception of instruction following each training session using 5-point Likert scales across five domains was assessed. Preference of instruction modality was assessed qualitatively.
Results: Comparison of mid-test performance following two training sessions was similar across the two groups (MR-first 63.8% vs in-person-first 57.6%, P = .340). Following crossover, difference in post-test performance of the MR-first group and the in-person-first group approached significance (MR-first 80.2% vs in-person-first 70.8%, P = .050). Student evaluation of MR and in-person instruction following training sessions was similar across the five metrics.
Conclusion: MR-based remote learning is equally effective when compared to traditional in-person instruction.
Competing Interests: Declaration of Competing Interest Vivek Nithipalan no conflict. Tyler Holler no conflict. Nathan Schuler no conflict. Lauren Shepard no conflict. Ahmed Ghazi source of funding: Society of Academic Urologists (SAU).
(Copyright © 2023 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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