Effect of virtual reality training to enhance laparoscopic assistance skills

• Published in: BMC medical education Vol. 24; no. 1; p. 29
• Main Authors: Chen, Xiuwen, Liao, Peng, Liu, Shiqing, Zhu, Jianxi, Abdullah, Abdullah Sultan, Xiao, Yao
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 04.01.2024; BioMed Central; BMC
• Subjects: Cameras; Cholecystectomy; Clinical competence; Control Groups; Educational aspects; Feedback; Graduate students; Hospitals; Interactive computer systems; Laparoscopic operation; Laparoscopic surgery; Laparoscopy; Learning curves; Learning Processes; Medical education; Medical students; Nurses; Nursing education; Operating room nurses; Quality control; Self control; Simulation; Simulation training; Skill Development; Surgeons; Surgery; Surgical apparatus & instruments; Teaching Methods; Training; Virtual reality; China; Operating room nurses; Laparoscopic operation; Simulation training; Virtual reality
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-023-05014-5

While laparoscopic assistance is often entrusted to less experienced individuals, such as residents, medical students, and operating room nurses, it is important to note that they typically receive little to no formal laparoscopic training. This deficiency can lead to poor visibility during minimally invasive surgery, thus increasing the risk of errors. Moreover, operating room nurses and medical students are currently not included as key users in structured laparoscopic training programs. The aim of this study is to evaluate the laparoscopic skills of OR nurses, clinical medical postgraduate students, and residents before and after undergoing virtual reality training. Additionally, it aimed to compare the differences in the laparoscopic skills among different groups (OR nurses/Students/Residents) both before and after virtual reality training. Operating room nurses, clinical medical postgraduate students and residents from a tertiary Grade A hospital in China in March 2022 were selected as participants. All participants were required to complete a laparoscopic simulation training course in 6 consecutive weeks. One task from each of the four training modules was selected as an evaluation indicator. A before-and-after self-control study was used to compare the basic laparoscopic skills of participants, and laparoscopic skill competency was compared between the groups of operating room nurses, clinical medical postgraduate students, and residents. Twenty-seven operating room nurses, 31 clinical medical postgraduate students, and 16 residents were included. The training course scores for the navigation training module, task training module, coordination training module, and surgical skills training module between different groups (operating room nurses/clinical medical postgraduate/residents) before laparoscopic simulation training was statistically significant (p < 0.05). After laparoscopic simulation training, there was no statistically significant difference in the training course scores between the different groups. The surgical level scores before and after the training course were compared between the operating room nurses, clinical medical postgraduate students, and residents and showed significant increases (p < 0.05). Our findings show a significant improvement in laparoscopic skills following virtual surgery simulation training across all participant groups. The integration of virtual surgery simulation technology in surgical training holds promise for bridging the gap in laparoscopic skill development among health care professionals.