ABSTRACT
Simulators are widely used in medical education, but objective and automatic assessment is not feasible with low-fidelity simulators, which can be solved with artificial intelligence (AI) and virtual reality (VR) solutions. The effectiveness of a custom-made VR simulator and an AI-based evaluator of a laparoscopic peg transfer exercise was investigated. Sixty medical students were involved in a single-blinded randomised controlled study to compare the VR simulator with the traditional box trainer. A total of 240 peg transfer exercises from the Fundamentals of Laparoscopic Surgery programme were analysed. The experts and AI-based software used the same criteria for evaluation. The algorithm detected pitfalls and measured exercise duration. Skill improvement showed no significant difference between the VR and control groups. The AI-based evaluator exhibited 95% agreement with the manual assessment. The average difference between the exercise durations measured by the two evaluation methods was 2.61 s. The duration of the algorithmic assessment was 59.47 s faster than the manual assessment. The VR simulator was an effective alternative practice compared with the training box simulator. The AI-based evaluation produced similar results compared with the manual assessment, and it could significantly reduce the evaluation time. AI and VR could improve the effectiveness of basic laparoscopic training.
Subject(s)
Artificial Intelligence , Laparoscopy , Virtual Reality , Humans , Laparoscopy/education , Female , Male , Young Adult , Adult , Students, Medical , Clinical Competence , Simulation Training/methods , Computer Simulation , Single-Blind Method , AlgorithmsABSTRACT
Emergency and disaster medical care often face resource or equipment shortages. 3D printing technology has been proven to be effective in cases with insufficient supply chains. MAYO tubes and stethoscopes are essential components of ABCDE patient examinations; however, 3D-printed variants have not been fully tested. These 3D-printed instruments were substituted and validated in a simulated pre-hospital environment. In total, 26 participants were included in this study. Fifteen clinicians or paramedics with at least 3 years of professional experience and 10 medical students. One student was excluded because he had relevant experience with emergency care. As basic tasks, the placement of MAYO tubes and auscultation with stethoscopes were performed using medical simulators. 3D printed instruments were compared with conventional clinical devices by measuring the time required for the intervention, success rate, and user satisfaction. In the study FFF (Fused Filament Fabrication (FFF), SLS (Selective Laser Sintering (SLS), and SLA (stereolithography) 3D printing were used in this study. The times required for implementation and auscultation were examined for each instrument. There was no significant difference between the MAYO tube (p = 0.798) and the stethoscope (p = 0.676). In the case of stethoscopy, the study investigated the correct diagnosis, and no significant difference was found (p = 0.239), although an interesting trend was observed. Regarding the MAYO tube, the study found no significant difference in correct position formation (p = 0.163). The experience levels of the groups did not influence these factors. However, significant differences in user satisfaction were found in both cases in favour of the conventional versions (p < 0.001). Overall, the results of this study suggest that 3D-printed devices could be suitable replacements for clinic-based devices in emergency situations. The 3D-printed devices did not perform inferiorly at any of the indicated points compared to their classical counterparts. However, the practical applicability of the devices used in this study requires further investigation.
ABSTRACT
Simulation-based medical education aims to model clinical situations and tasks using simulators, computers or even human beings. By using this system, the students are able to learn and master technical, also non-technical skills in lifelike situations. This publication contains a historical review of simulation-based education system, and its actualities in Hungary. Simulation has an unquestionable role in medical education. It is beneficial for the students, for the teachers, and for the teaching hospitals as well, since it saves clinical equipment and reduces the human burden. Its main purpose is to establish connection between theoretical and practical competencies, preparing the students for real medical challenges. Simulation has been a known teaching method for centuries, but only the 21st century brought real breakthrough due to the sudden development of technology. As a result of the recent years' innovative development and accepted innovative solutions, the modeling of complex medical procedures turned into more realistic. In Hungary, 3D-printed tools, virtual reality and augmented reality approaches are already adopted for education purposes. The national simulation network contains 3 universities and 16 hospitals. The initial developments are shown to be successful, as simulation-based training is progressively involved in undergraduate and post-graduate education, and the overall feedback is positive from the involved students. The evolvement of comprehensive national methodology for education has started also, by publishing reference books. This review is about the state of the national simulation education and offers development possibilities. Orv Hetil. 2020; 161(26): 1078-1087.
