Virtual reality applied to procedural testing: the next era.

OBJECTIVE: To establish the construct validity of a virtual reality-based upper gastrointestinal endoscopy simulator as a tool for the skills training of residents. SUMMARY BACKGROUND DATA: Previous studies have demonstrated the relevance of virtual reality training as an adjunct to traditional operating room learning for residents. The use of specific task trainers, which have the ability to objectively analyze and track user performance, has been shown to demonstrate improvements in performance over time. Using this off-line technology can lessen the financial and ethical concerns of using operative time to teach basic skills. METHODS: Thirty-five residents and fellows from General Surgery and Gastrointestinal Medicine were recruited for this study. Their performance on virtual reality upper endoscopy tasks was analyzed by computer. Assessments were made on parameters such as time needed to finish the examination, completeness of the examination, and number of wall collisions. Subjective experiences were queried through questionnaires. Users were grouped according to their prior level of experience performing endoscopy. RESULTS: Construct validation of this simulator was demonstrated. Performance on visualization and biopsy tasks varied directly with the subjects' prior experience level. Subjective responses indicated that novice and intermediate users felt the simulation to be a useful experience, and that they would use the equipment in their off time if it were available. CONCLUSIONS: Virtual reality simulation may be a useful adjunct to traditional operating room experiences. Construct validity testing demonstrates the efficacy of this device. Similar objective methods of skills evaluation may be useful as part of a residency skills curriculum and as a means of procedural skills testing.

Evaluation of the educational effectiveness of a virtual reality intravenous insertion simulator.

OBJECTIVE: To evaluate construct and content validity as well as learners' perceptions of CathSim, a virtual reality intravenous (IV) insertion simulator. METHODS: A prospective cohort study design was employed to determine construct validity, and a participant survey was used to ascertain content validity as well as user perceptions of CathSim. Forty-one attendings, residents, and medical students in emergency medicine and anesthesia attempted five simulated IV insertions on CathSim. Subject performances were scored by the computer, and subject perceptions of the simulator were measured using a Likert scale questionnaire (1 = worst rating; 5 = best rating). The subjects were divided into three groups (novices, intermediates, and experts) based on previous IV experience. To determine construct validity, performances of the three groups were compared using one-way analysis of variance (ANOVA). To determine content validity, the experts' perceptions of the simulator's realism and usefulness were assessed. Study subjects' perceptions of the simulator's ease of use and overall appeal were analyzed. RESULTS: The experts scored better than the others in five of nine scoring parameters (p < 0.05). The experts rated the realism of CathSim's four major simulation components at 3.85, 3.46, 3.69, and 3.46; the overall realism of CathSim at 2.93; and its utility for medical student training at 4.57. The simulator's ease of use was rated at 2.34 by all subjects. Novices reported a score of 4.59 regarding their likelihood to use the simulator. CONCLUSIONS: CathSim demonstrated construct validity in five of nine internal scoring parameters and was judged to be adequately realistic and highly useful for medical student training. Despite being difficult to learn to use, it remained appealing to the users, especially the novices.