A comparison between augmented reality and traditional in-person teaching for vascular anastomotic surgical skills training

Abstract

BackgroundAugmented reality (AR) superimposes computer-generated content to a real-world environment through multitudinous devices, and is used across multiple training fora. Its use in vascular surgery education is yet to be formally investigated. The aim is to assess feasibility and effectiveness of remote teaching of vascular anastomosis skills enhanced by AR in the form of the HoloLens2 Head-Mounted Display technology with traditional in-person skills teaching. A remote trainer used video, gestures and images superimposed over participants' field of vision via the HoloLens2 to teach the skills. MethodsTwenty-eight participants underwent a preassessment performing an end-to-end vascular anastomosis on an artificial vessel. They were allocated randomly to an AR or in-person group, and underwent two teaching sessions. Individuals were asked to complete a postsession feedback form and assessment (video recorded and anonymized). The videos were marked by two blinded, independent assessors using the Objective Structured Assessment of Technical Skills (OSATS) scoring. ResultsThere was an overall improvement in both cohorts in OSATS score after the intervention by +7.083 in the in-person group and +8.275 in the AR. Independent t test was performed and a P value of .422 was obtained, indicating no statistically significant difference in the change in OSATS scores when comparing the skills teaching received in-person with that through AR. ConclusionsRemote teaching enhanced by AR is feasible and effective for the teaching of vascular surgical anastomosis skills and noninferior to in-person teaching. There is scope for development of the use of AR in vascular surgical skills training.