Daniel M Sinitsky1, Bimbi Fernando1, Henry Potts2, Panagis Lykoudis1, George Hamilton1, Pasquale Berlingieri3. 1. Division of Surgery & Interventional Science, Royal Free Campus, UCL, London, UK. 2. Institute of Health Informatics, UCL, London, UK. 3. Division of Surgery & Interventional Science, Royal Free Campus, UCL, London, UK; Centre for Screen-Based Medical Simulation, Royal Free Hospital, London, UK. Electronic address: p.berlingieri@ucl.ac.uk.
Abstract
BACKGROUND:Laparoscopic appendicectomy (LA) is a common surgical emergency procedure mainly performed by trainees. The aim was to develop a step-wise structured virtual reality (VR) curriculum for LA to allow junior surgeons to hone their skills in a safe and controlled environment. METHODS: A prospective randomized study was designed using a high-fidelity VR simulator. Thirty-five novices and 25 experts participated in the assessment and their performances were compared to assess construct validity. Learning curve analysis was performed. RESULTS: Five of the psychomotor tasks and all appendicectomy tasks showed construct validity. Learning was demonstrated in the majority of construct-valid tasks. A novel goal-directed VR curriculum for LA was constructed. CONCLUSIONS: A step-wise structured VR curriculum for LA is proposed with a framework which includes computer generated metrics and supports deliberate practice, spacing intervals, human instruction/feedback and assessment. Future study should test the feasibility of its implementation and transferability of acquired skill.
RCT Entities:
BACKGROUND: Laparoscopic appendicectomy (LA) is a common surgical emergency procedure mainly performed by trainees. The aim was to develop a step-wise structured virtual reality (VR) curriculum for LA to allow junior surgeons to hone their skills in a safe and controlled environment. METHODS: A prospective randomized study was designed using a high-fidelity VR simulator. Thirty-five novices and 25 experts participated in the assessment and their performances were compared to assess construct validity. Learning curve analysis was performed. RESULTS: Five of the psychomotor tasks and all appendicectomy tasks showed construct validity. Learning was demonstrated in the majority of construct-valid tasks. A novel goal-directed VR curriculum for LA was constructed. CONCLUSIONS: A step-wise structured VR curriculum for LA is proposed with a framework which includes computer generated metrics and supports deliberate practice, spacing intervals, human instruction/feedback and assessment. Future study should test the feasibility of its implementation and transferability of acquired skill.