Department of Orthopedics, Trauma and Plastic Surgery, University of Leipzig, Liebigstraße 20, 04103, Leipzig, Germany.
Skills and Simulation Centre LernKlinik Leipzig, Faculty of Medicine, University of Leipzig, Liebigstraße 23/25, 04103, Leipzig, Germany.
Orthopadie (Heidelb). 2024 May;53(5):369-378. doi: 10.1007/s00132-024-04491-w. Epub 2024 Apr 4.
Virtual reality (VR) simulators have been introduced for skills training in various medical disciplines to create an approximately realistic environment without the risk of patient harm and have improved to more immersive VR (iVR) simulators at affordable costs. There is evidence that training on VR simulators improves technical skills but its use in orthopedic training programs and especially in curricular teaching sessions for medical students are currently not well established. The aim of this study was to describe the implementation of a VR operating theater as an elective course for undergraduate medical students and to evaluate its effect on student learning.
An elective course for 12 students was implemented during the summer semester of 2023. Using Oculus Quest 2 headsets (Reality Labs, Meta Platforms, USA) and controllers and the PrecisionOS platform, they were able to train five different surgical procedures. The courses were accompanied by weekly topic discussions and instructional videos. Students were assigned to two groups: group VR vs. group non-VR. The groups were switched after 5 weeks. User feedback and performance development (theoretical and procedural surgical knowledge) after VR training were assessed using three questionnaires.
The students highly appreciated the implementation of VR training into their curriculum and 91% stated that they would opt for further VR training. All students stated that VR training improved their understanding of surgical procedures and that it should be obligatory in surgical training for undergraduate medical students. After 5 weeks of training, students in the VR group achieved significantly better results (100 out of maximum 180 points) than the non-VR group (70 points, p = 0.0495) in procedural surgical knowledge. After completion of the VR training the VR group achieved 106 points and the non-VR group 104 points (p = 0.8564). The procedural knowledge for non-VR group after 5 weeks significantly improved after VR training from 70 to 106 points (p = 0.0087).
The iVR can be easily integrated into the curriculum of medical students and is highly appreciated by the participants. The iVR statistically improves the procedural knowledge of surgical steps compared to conventional teaching methods. Further implementation of iVR training in curricular teaching of medical students should be considered.
虚拟现实 (VR) 模拟器已被引入各种医学学科的技能培训中，以创建一个近似真实的环境，而不会有患者受伤的风险，并已改进为更具沉浸感的 VR（iVR）模拟器，且价格合理。有证据表明，在 VR 模拟器上进行培训可以提高技术技能，但它在骨科培训计划中的应用，尤其是在医学生的课程教学中，目前还没有得到很好的建立。本研究的目的是描述将 VR 手术室作为医学生选修课的实施情况，并评估其对学生学习的影响。
在 2023 年夏季学期为 12 名学生实施了一门选修课。使用 Oculus Quest 2 耳机（Reality Labs，Meta Platforms，美国）和控制器以及 PrecisionOS 平台，他们能够训练五种不同的手术程序。课程还伴随着每周的主题讨论和教学视频。学生被分配到两个小组：VR 组和非 VR 组。在 5 周后，两组进行了互换。使用三个问卷评估 VR 培训后的用户反馈和绩效发展（理论和程序手术知识）。
学生非常赞赏将 VR 培训纳入他们的课程，并表示有 91%的人会选择进一步的 VR 培训。所有学生都表示，VR 培训提高了他们对手术程序的理解，并且应该成为医学生手术培训的必修课。经过 5 周的培训，VR 组的学生在程序手术知识方面的成绩明显优于非 VR 组（100 分，满分 180 分）（p=0.0495）。在完成 VR 培训后，VR 组的学生获得了 106 分，非 VR 组的学生获得了 104 分（p=0.8564）。非 VR 组在 VR 培训后的第 5 周，其程序知识从 70 分显著提高到 106 分（p=0.0087）。
iVR 可以很容易地融入医学生的课程，并受到参与者的高度赞赏。与传统教学方法相比，iVR 统计上提高了手术步骤的程序知识。应考虑在医学生的课程教学中进一步实施 iVR 培训。
