Remote training using augmented reality on surgical phantoms

ABSTRACT

Introduction & Objectives: Workshops with hands-on training using phantoms (anatomical models) are well-known methods for training clinicians and residents. However, during the Covid-19 pandemic it was not possible to attend workshops owing to the restrictions imposed by the lock-down. As a result, both the medical device industry and clinicians were not able to keep current with their skills. We introduce a novel method of education using augmented reality that virtually places the trainer (proctor) in the same room as the student during the procedure.(Figure Presented)A training simulation was created where a proctor trained a student in transperineal local anesthesia and biopsy using a prostate phantom. The hardware platform consisted of a headset containing see-through optic displays with an imbedded webcam. The image from the ultrasound machine was displayed in the optics of the headset, allowing the proctor to view the ultrasound image while looking at the phantom and his hands simultaneously (figure). A web-based software program was developed that displayed the ultrasound image and the video of the proctor’s hands (captured by the imbedded web cam) in a stacked format. These images were transmitted to the student (in a different room) who also wore a comparable headset. Both proctor and student had an ultrasound unit (BK Medical 5000 and 3000 with model 9048 probes) and prostate phantoms (SIM, Inc.). The proctor then demonstrated how to perform the local anesthesia and transperineal biopsy procedure, step by step, while the student observed these in his headset. After each step of the procedure the proctor changed the active feed so he could watch in his own headset the student performing that same step and further instruct him. s EAU22 – 37th Annual EAU Congress Eur Urol Suppl 2022;81(S 1)S1769 Results: The Remote Training Platform allowed the proctor to successfully demonstrate the prostate block and transperineal biopsy techniques to the student. The student was able to ask the proctor for instructions while the proctor was able to annotate additional information on the student’s ultrasound. Successful completion of both procedures was accomplished. Conclusions: The beta testing of this Remote Training Platform demonstrated that augmented reality combined with dedicated hardware and software could provided an efficient means of training physicians in new technology. Eliminating the need for the proctor to travel could increase the safety and efficiency for the introduction of new medical devices and resident education.