A head-to-head comparison between virtual reality and physical reality simulation training for basic skills acquisition.

BACKGROUND

This study aimed to investigate whether basic laparoscopic skills acquired with a virtual reality simulator (LapVR™) are transferable to a standard video trainer (VT) and vice versa.

METHODS

Three basic tasks were considered: peg transfer, cutting, and knot-tying. The physical models were custom-built as identical copies of the virtual models. Forty-four novices were randomized into two equal groups to be trained on the LapVR™ or the VT. Each task was practiced separately 12 times. Transferability of skills from one modality to the other was assessed by performing the same task on the alternative modality before and after training (crossover assessment). Performance metrics included path length, time, and penalty score.

RESULTS

Both groups demonstrated significant performance curves for all tasks and metrics (p < 0.05). Plateaus were statistically equivalent between the groups for each task in terms of path length and time, and across all tasks in terms of the penalty score (p < 0.05). When each group was tested on the alternative modality there was a significant improvement for all tasks and metrics (p < 0.05). Comparing the plateau performance of one group with the performance achieved on the same simulator by the other group we found (a) no statistical deference in the penalty score (p < 0.05), (b) a statistical difference in time and path length for cutting and knot-tying (p < 0.05), and (c) an equal time performance for peg transfer (p < 0.05) but not for path length (p < 0.05).

CONCLUSIONS

Both modalities provided significant enhancement of the novices' performance. The skills learned on the LapVR™ are transferable to the VT and vice versa. However, training with one modality does not necessarily mean a performance equivalent to that achieved with the other modality.