From the Department of Plastic Surgery, University of California, Irvine; and the Global Smile Foundation.
Plast Reconstr Surg. 2020 Nov;146(5):622e-629e. doi: 10.1097/PRS.0000000000007293.
Cleft lip affects one in 700 children globally, and the prevalence far surpasses capacity to deliver cleft care in underresourced and endemic regions. A hands-on educational presence is needed to promote overseas surgical autonomy, build overseas capacity, and ensure a sustained clinical and educational infrastructure. The goal of this study was to build and assess an augmented reality educational platform that allows a remote yet virtual interactive presence to transfer cleft surgery knowledge/skills to overseas colleagues.
A prospective study assessing a 13-month overseas augmented reality-based cleft surgery curriculum was conducted. Three semiannual site visits engaged two Peruvian surgeons in evidence-based didactics, on-site cleft surgery, and familiarization with the augmented reality platform. During 10 remote augmented reality visits, a surgeon stationed in United States guided the same Peruvian surgeons through cleft surgery. Quarterly assessments of the Peruvian surgeons were performed using visual analogue scale questionnaires.
Visual analogue scale scores by both the remote and overseas surgeons demonstrated significant, progressive improvement in all facets of cleft lip repair throughout the curriculum. Site visits preferentially built capacity for cleft diagnosis and preoperative counseling (p < 0.001), principles of repair (p < 0.001), repair technique (p < 0.02) and intraoperative decision-making (p < 0.001). Remote sessions preferentially developed understanding of cleft operative design/anthropometry (p < 0.04), cleft anatomy (p < 0.01), and operative efficiency (p < 0.001). At 30-month follow-up, no children with cleft lip required transfer to tertiary care centers.
A curriculum that combines on-site training and augmented reality-based hands-on remote teaching can build sustained capacity of comprehensive cleft care in underresourced areas.
全球每 700 名儿童中就有 1 名患有唇裂,而在资源匮乏和流行地区,唇裂的患病率远远超过提供唇裂护理的能力。需要进行实地教育,以促进海外手术自主性、建立海外能力,并确保持续的临床和教育基础设施。本研究的目的是建立和评估一个增强现实教育平台,使远程虚拟互动存在能够将唇裂手术知识/技能传授给海外同行。
进行了一项前瞻性研究,评估了为期 13 个月的基于增强现实的唇裂手术课程。三次半年期现场访问使两名秘鲁外科医生参与循证教学、现场唇裂手术以及熟悉增强现实平台。在 10 次远程增强现实访问中,一名驻在美国的外科医生指导同一名秘鲁外科医生进行唇裂手术。通过视觉模拟量表问卷调查,对秘鲁外科医生进行季度评估。
远程和海外外科医生的视觉模拟量表评分均显示,在整个课程中,唇裂修复的所有方面都有显著、渐进的改善。现场访问优先为唇裂诊断和术前咨询(p < 0.001)、修复原则(p < 0.001)、修复技术(p < 0.02)和术中决策(p < 0.001)建立了能力。远程会议优先了解唇裂手术设计/人体测量学(p < 0.04)、唇裂解剖学(p < 0.01)和手术效率(p < 0.001)。在 30 个月的随访中,没有唇裂患儿需要转至三级护理中心。
结合现场培训和基于增强现实的实践远程教学的课程可以在资源匮乏地区建立持续的综合唇裂护理能力。