Shah J, Montgomery B, Langley S, Darzi A
Academic Surgical Unit, Imperial College School of Medicine, St. Mary's Hospital, London, UK.
BJU Int. 2002 Dec;90(9):833-5. doi: 10.1046/j.1464-410x.2002.03089.x.
To examine the instructional effectiveness of a course for nurses wishing to learn flexible cystoscopy, using a virtual reality flexible cystoscopy simulator to measure the outcome.
Fourteen urology nurse practitioners with no previous experience of cystoscopy were taught the basic techniques of flexible cystoscopy. They then had supervised group instruction during which they practised flexible cystoscopy on an inanimate latex model, and were taught how to handle the cystoscope, followed by unsupervised practice, including use of the virtual reality (VR) simulator (URO Mentor, Simbionix, Israel). They then undertook a cystoscopy task on the simulator; within the bladder there were 10 flags (numbered 1-10) at key positions. By visualizing and photographing each of the flags the subject would have visualized the entire bladder mucosa. The number of flags seen was thus used as a measure of how much of the bladder mucosa was examined. The VR simulator also measured the total procedure time. After a day of training the subjects were reassessed and the changes in performance evaluated. Subjects were also asked their opinion of the use of VR for flexible cystoscopy.
The median (range) time to complete the procedure before the course was 3.33 (2-5.5) min and the number of flags seen 7 (6-9). After the course, the median time decreased to 2.85 (1.5-4.42) min and the number of flags seen increased to 8 (6-9). The change in time was significant (P = 0.03) but the difference in the number of flags was not (P = 0.12). All 14 subjects enjoyed the use of VR for learning flexible cystoscopy; they all reported that they were more confident in handling a flexible cystoscope and in undertaking flexible cystoscopy.
The virtual reality simulator was an effecctive tool for teaching flexible cystoscopy.
使用虚拟现实软性膀胱镜模拟器测量结果，以检验针对希望学习软性膀胱镜检查的护士所设课程的教学效果。
对14名此前无膀胱镜检查经验的泌尿外科执业护士教授软性膀胱镜检查的基本技术。然后，他们接受有监督的小组指导，期间在无生命的乳胶模型上练习软性膀胱镜检查，并学习如何操作膀胱镜，随后进行无监督练习，包括使用虚拟现实（VR）模拟器（URO Mentor，以色列Simbionix公司）。然后，他们在模拟器上进行膀胱镜检查任务；膀胱内关键位置有10面旗帜（编号1 - 10）。通过可视化并拍摄每面旗帜，受试者就能观察到整个膀胱黏膜。因此，看到的旗帜数量被用作衡量膀胱黏膜检查范围的指标。VR模拟器还测量了整个操作过程的时间。经过一天的培训后，对受试者进行重新评估，并评估其操作表现的变化。还询问了受试者对使用VR进行软性膀胱镜检查的看法。
课程开始前完成操作的中位（范围）时间为3.33（2 - 5.5）分钟，看到的旗帜数量为7（6 - 9）面。课程结束后，中位时间降至2.85（1.5 - 4.42）分钟，看到的旗帜数量增至8（6 - 9）面。时间变化具有显著性（P = 0.03），但旗帜数量的差异不显著（P = 0.12）。所有14名受试者都喜欢使用VR学习软性膀胱镜检查；他们都表示在操作软性膀胱镜和进行软性膀胱镜检查时更有信心。
虚拟现实模拟器是一种有效的软性膀胱镜检查教学工具。
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