Decentralized virtual reality mastoidectomy simulation training: a prospective, mixed-methods study

被引:17
|
作者
Frendo, Martin [1 ,2 ]
Thingaard, Ebbe [2 ,3 ]
Konge, Lars [2 ]
Sorensen, Mads Solvsten [1 ]
Andersen, Steven A. W. [1 ,2 ]
机构
[1] Rigshosp, Dept Otorhinolaryngol Head & Neck Surg & Audiol, Blegdamsvej 9, DK-2100 Copenhagen, Denmark
[2] CAMES, Capital Reg Denmark, Simulat Ctr, Copenhagen, Denmark
[3] Univ Hosp Hvidovre, Dept Gynecol & Obstet, Copenhagen, Denmark
关键词
Decentralized training; Simulation; Temporal bone dissection; Mastoidectomy; Virtual reality; Surgical training; MASSED PRACTICE; VISIBLE EAR; PERFORMANCE;
D O I
10.1007/s00405-019-05572-9
中图分类号
R76 [耳鼻咽喉科学];
学科分类号
100213 ;
摘要
Purpose Virtual reality (VR) training of mastoidectomy is effective in surgical training-particularly if organized as distributed practice. However, centralization of practice facilities is a barrier to implementation of distributed simulation training. Decentralized training could be a potential solution. Here, we aim to assess the feasibility, use, and barriers to decentralized VR mastoidectomy training using a freeware, high-fidelity temporal bone simulator. Methods In a prospective, mixed-methods study, 20 otorhinolaryngology residents were given three months of local access to a VR mastoidectomy simulator. Additionally, trainees were provided a range of learning supports for directed, self-regulated learning. Questionnaire data were collected and focus group interviews conducted. The interviews were analyzed using thematic analysis and compared with quantitative findings. Results Participants trained 48.5 h combined and mainly towards the end of the trial. Most participants used between two and four different learning supports. Qualitative analysis revealed five main themes regarding implementation of decentralized simulation training: convenience, time for training, ease of use, evidence for training, and testing. Conclusions Decentralized VR training using a freeware, high-fidelity mastoidectomy simulator is feasible but did not lead to a high training volume or truly distributed practice. Evidence for training was found motivational. Access to training, educational designs, and the role of testing are important for participant motivation and require further evaluation.
引用
收藏
页码:2783 / 2789
页数:7
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