Andrea Luca1, Riccardo Giorgino2, Loreto Gesualdo3, Giuseppe M Peretti2, Anas Belkhou4, Giuseppe Banfi5, Giovanni Grasso6. 1. Spine Unit III, IRCCS Istituto Ortopedico Galeazzi, Milan, Italy. Electronic address: aluca.md@gmail.com. 2. Department of Biomedical Sciences for Health, IRCCS Istituto Ortopedico Galeazzi, Milan, Italy. 3. Department of Emergency and Organ Transplantation, Nephrology, Dialysis and Transplantation Unit, University of Bari 'Aldo Moro', Bari, Italy. 4. Independent Researcher, Lecce, Italy. 5. School of Medicine, Università Vita-Salute San Raffaele, Milan, Italy. 6. Neurosurgical Unit, Department of Biomedicine, Neurosciences and Advanced Diagnostics (BiND), University of Palermo, Palermo, Italy.
Abstract
BACKGROUND: Over the past few years, a reorganization of the educational pathways has been promoted with the purpose of optimizing the acquisition of competences and their assessment, so as to reduce the risks to both health care professionals and end users. Virtual reality (VR) has been repeatedly tested, initially as a positive reinforcement for more traditional educational pathways and, more recently, as their potential substitute. The aim of this study was to demonstrate the potentiality of VR simulation training in spine surgery. METHODS: The VR simulator reproduced the lateral lumbar access to the spine. The simulation included a tutorial, the preoperative settings, and the surgical session with different levels of procedural complexity. A total of 10 users were recruited for this study: 3 senior surgeons (group A) and 7 orthopedic residents or junior orthopedic surgeons (group B). Each user completed the simulation twice. RESULTS: The user's age or previous experience with VR technology did not show any relevance. On average, the entire simulation was completed in 24'36'. Group B showed an improvement between the 2 attempts in both sessions, the preoperative settings and the surgical simulation. The number of major errors dropped from an average of 5.2 to 1.8 and from an average of 4 (maximum 6-minimum 1) to 1.4, respectively. The simulation was never interrupted because of technical bugs or adverse effects related to the technology. CONCLUSIONS: VR-based training pathways might promote a high standard of care. Our preliminary experience suggests an effective implementation of the traditional coaching process.
BACKGROUND: Over the past few years, a reorganization of the educational pathways has been promoted with the purpose of optimizing the acquisition of competences and their assessment, so as to reduce the risks to both health care professionals and end users. Virtual reality (VR) has been repeatedly tested, initially as a positive reinforcement for more traditional educational pathways and, more recently, as their potential substitute. The aim of this study was to demonstrate the potentiality of VR simulation training in spine surgery. METHODS: The VR simulator reproduced the lateral lumbar access to the spine. The simulation included a tutorial, the preoperative settings, and the surgical session with different levels of procedural complexity. A total of 10 users were recruited for this study: 3 senior surgeons (group A) and 7 orthopedic residents or junior orthopedic surgeons (group B). Each user completed the simulation twice. RESULTS: The user's age or previous experience with VR technology did not show any relevance. On average, the entire simulation was completed in 24'36'. Group B showed an improvement between the 2 attempts in both sessions, the preoperative settings and the surgical simulation. The number of major errors dropped from an average of 5.2 to 1.8 and from an average of 4 (maximum 6-minimum 1) to 1.4, respectively. The simulation was never interrupted because of technical bugs or adverse effects related to the technology. CONCLUSIONS: VR-based training pathways might promote a high standard of care. Our preliminary experience suggests an effective implementation of the traditional coaching process.