Training Using Immersive Virtual Reality

Copenhagen Academy for Medical Education and Simulation31 enrolled

Overview

In this study, the investigators examine the cognitive load (CL) and performance of a laparoscopic procedure in immersive virtual reality and controlled virtual reality in a randomized, controlled setup. Virtual reality (VR) simulators combined with head mounted displays (HMDs) enable highly immersive virtual reality (IVR) for surgical skills training, potentially bridging the gap between the simulation environment and real-life operating room (OR) conditions. However, the increased complexity of the learning situation in IVR could potentially induce high CL thereby inhibiting performance and learning.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

OTHER

Masking

NONE

Enrollment

Conditions

Cognitive Load, Performance

Interventions

Immersive virtual realityOTHER

In the IVR environment, four different 360-degrees videos were in sequence played as backdrop during the procedure. The videos reflected real life situations in the operating room with two videos representing calm periods, one video representing a light stressor and one video representing a severe stressor with a bleeding (2 ml/s) being triggered in the simulation. Participants complete the procedures while wearing the head mounted device.

Eligibility

Sex: ALLHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: * First year resident Exclusion Criteria: * Previous participation in trials involving laparoscopic training * Prior experience with laparoscopic surgery (having performed one or more laparoscopic procedures as primary surgeon, including supervised procedures) * Not speaking Danish on a conversational level

Locations (1)

Copenhagen Academy for Medical Education and Simulation

Copenhagen, Østerbro, Denmark

Outcomes

Primary Outcomes

Cognitive load

Measurement of the participants cognitive load during four different time periods during the three procedures. Cognitive load was estimated by secondary-task reaction time. The investigators used an external and commercially available reaction timer (American Educational Products LLC, USA) to measure participants response time (in hundreds seconds) to an auditory stimulus (a beep). Reaction time was measured before and after the simulation to provide an individual baseline, and during the simulation at t=80 s, t=130 s, t=180 s and t=240 s. All reaction time measurements were done in series of four repeated measurements. It was also noted if the reaction time was measured while the participant was using the foot pedal for cauterization in the simulation.

Time frame: 6 months

Secondary Outcomes

Time to completion of procedure

Time to completion of procedure (measured in seconds)

Time frame: 6 months

Diathermy damage

Damage to surrounding tissue during the procedure (in number of incidents)

Time frame: 6 months

Blood loss

Blood loss during the procedure (in ml)

Time frame: 6 months

Efficience of instrument movements (length)

Measurement of movement of the left and right hand in meters

Time frame: 6 months

Efficience of instrument movements (degrees)

Measurement of angular movements of the left and right hand in degrees

Time frame: 6 months

Data from ClinicalTrials.gov

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