| Autor: |
Ahmed Ghazi, Patrick Saba, Nathan Schuler, Lauren Shepard, Michael Witthaus, Ricardo Munarriz |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
Urology Video Journal, Vol 16, Iss , Pp 100193- (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2590-0897 |
| DOI: |
10.1016/j.urolvj.2022.100193 |
| Popis: |
Introduction and Objective: Today's educational landscape continues to evolve due to a technology infrastructure that enables increased accessibility and efficiency for students and educators. In an era when reduced opportunity for traditional teacher- student (“face-to-face”) learning is juxtaposed with the exponential growth of internet-based education (“e- Learning”), modern surgical educators are increasingly discovering ways to further utilize remote training platforms for advanced surgical training [1–4]. While virtual reality is an artificial environment that is created with software and presented to the user in such a way that the user suspends belief and accepts it as a real environment, Augmented Reality (AR) technology superimposes a computer-generated image on a user's view of the real world, thus providing a composite view. Mixed reality (MR) technologies is a form of AR that allows for the fusion of two video streams for real time overlay of a remote instructors’ hands onto the trainee's view. Our objective is to examine the utility and feasibility of remote proctoring for Inflatable Penile Prothesis (IPP) surgical skills training using a previously validated full-procedural non-biohazardous hydrogel simulation model fabricated using 3D printing and hydrogel casting [5] when combined with Mixed Reality technologies. Methods: 9 urology residents at the University of Rochester (PGY 1–4) were paired and remotely proctored by an expert at Boston University. During inflatable penile prothesis training sessions, participants and proctor were given a model, with a full surgical setup. Pre-learning included a narrated full-procedural demonstration by the proctor followed by a full procedure IPP simulation guided by proctor feedback. The trainees were wearing a Vuzix M4000 smart glasses (Rochester, NY) that house an ultra-bright see-through display utilizing waveguide optics to project a remote instructors’ hands onto the trainee's view through a MR technology application. Pre- and post-training surveys assessed confidence (0–100) and procedural knowledge (15 questions). Opinions on virtual learning and its application to this training session were collected. Results: 66.7% residents had not performed a prior live IPP placement, while the remaining had completed a median (IQR) of 6 (4.5–8) cases. All measures of confidence and knowledge significantly increased after remote session (Table 1). Scores of the knowledge assessment increased by 13% [±7–18, p = 0.04] following the remote session which was reflected in a 48% [±22–46, p= |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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