Department of Obstetrics and Gynecology, (Drs. Ellington, Willis, Szychowski, and Richter).
Enabling Technology Laboratory, Department of Mechanical Engineering, (Mr. Shum and Ms. Dennis).
J Minim Invasive Gynecol. 2019 Jul-Aug;26(5):897-901. doi: 10.1016/j.jmig.2018.09.003. Epub 2018 Sep 12.
To estimate the effect of a virtual reality (VR) anatomic model (VisCubeSX; VisBox, Inc., Saint Joseph, IL) on obstetrics and gynecology residents' knowledge of female pelvic floor anatomy compared with a traditional curriculum.
Randomized controlled trial (Canadian Task Force classification I).
Academic obstetrics and gynecology resident training program.
Traditional independent study curriculum versus traditional curriculum and VisCubeSX VR curriculum MEASUREMENTS AND MAIN RESULTS: Residents were randomized, stratified by year of training, in a 1:1 fashion to traditional independent study curriculum for pelvic anatomy versus traditional curriculum and the VisCubeSX VR anatomic model. Tests were administered to assess baseline and postintervention knowledge. A postintervention assessment of the VisCubeSX VR anatomic model was performed. Baseline, follow-up, and score improvement were compared between groups using Student t tests and Wilcoxon rank sum tests. Thirty-one residents were randomized. There was a significant improvement in pre- and post-test scores within traditional independent study curriculum participants, 8.1 ± 12.0 points (p = .02), and the VisCubeSX group 8.7 ± 6.4 points (p <.001), but these improvements did not differ between groups (p = .86). This lack of between-group differences was consistent in resident year-stratified analyses. Residents exposed to the VisCubeSX VR anatomic model reported they "somewhat" or "strongly agree" (15/16 [93.8%] and 14/16 [87.5%] of residents, respectively) that the model improved their knowledge of pelvic anatomy and that the model will improve patient care.
Few studies exist that compare educational outcomes of a traditional independent study of female pelvic anatomy curriculum versus immersive simulation with VR models in female pelvic anatomy. Knowledge scores were not significantly increased with the VR model compared with traditional curriculum, but VR technology was perceived as an enhancement to short-term learning.
评估虚拟现实（VR）解剖模型（VisCubeSX；VisBox，Inc.，圣约瑟夫，IL）对妇产科住院医师女性盆底解剖知识的影响，与传统课程相比。
随机对照试验（加拿大任务组分类 I）。
学术妇产科住院医师培训计划。
传统独立学习课程与传统课程和 VisCubeSX VR 课程
居民按培训年限随机、分层 1:1 分配至传统独立学习盆腔解剖课程与传统课程和 VisCubeSX VR 解剖模型。进行测试以评估基线和干预后知识。对 VisCubeSX VR 解剖模型进行了干预后评估。使用学生 t 检验和 Wilcoxon 秩和检验比较组间的基线、随访和评分改善。31 名居民被随机分组。在传统独立学习课程参与者中，基线前和后测试分数有显著提高，分别为 8.1 ± 12.0 分（p = .02）和 VisCubeSX 组 8.7 ± 6.4 分（p <.001），但组间无差异（p = .86）。这种组间差异的缺乏在居民按年份分层的分析中是一致的。接触 VisCubeSX VR 解剖模型的居民报告说，他们“有些”或“强烈同意”（分别为 15/16 [93.8%]和 14/16 [87.5%]的居民）模型提高了他们对骨盆解剖的知识，并且模型将改善患者护理。
在女性盆腔解剖的传统独立学习课程与 VR 模型的沉浸式模拟相比，很少有研究比较教育结果。与传统课程相比，VR 模型的知识得分没有显著增加，但 VR 技术被认为是短期学习的一种增强。
