Abstract
The aim of this study was to compare virtual reality simulation with other methods of teaching interventional radiology. We searched multiple databases-Cochrane Library; Medline (PubMed); Embase; Trip Medical; Education Resources Information Center; Cumulative Index to Nursing and Allied Health Literature; Scientific Electronic Library Online; and Latin-American and Caribbean Health Sciences Literature-for studies comparing virtual reality simulation and other methods of teaching interventional radiology. This systematic review was performed in accordance with the criteria established by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the Best Evidence Medical Education (BEME) Collaboration. Eligible studies were evaluated by using the quality indicators provided in the BEME Guide No. 11 and the Kirkpatrick model of training evaluation. After the eligibility and quality criteria had been applied, five randomized clinical trials were included in the review. The Kirkpatrick level of impact varied among the studies evaluated, three studies being classified as level 2B and two being classified as level 4B. Among the studies evaluated, there was a consensus that virtual reality aggregates concepts and is beneficial for the teaching of interventional radiology. Although the use of virtual reality has been shown to be effective for skill acquisition and learning in interventional radiology, there is still a lack of studies evaluating and standardizing the employment of this technology in relation to the numerous procedures that exist within the field of expertise.
Highlights
Learning is defined as the smallest independent structural experience that contains an objective, an activity to carry out, and an assessment[1,2]
Studies that did not compare teaching methods evaluated were excluded, as were those that did not employ the quality indicators provided in Best Evidence Medical Education (BEME) Guide No.11(9), those analyzing factors other than medical teaching, and randomized clinical trials unrelated to the field of interventional radiology
Seldinger VR simulator (VRS) and Traditional resident On average, participants who clinical trial with radiology technique traditional resident training received VRS training overall pre- and post-task residents training performed significantly better questionnaire
Summary
Learning is defined as the smallest independent structural experience that contains an objective, an activity to carry out, and an assessment[1,2]. Virtual reality (VR) is a technology that aims to immerse the user in a particular location, through the perceptual deprivation of the actual environment, using computerized equipment or previously captured video to create a setting resembling aspects of the real world[2,8]. Simulators based on this technology mimic realistic situations and relevant scenarios, which can be explored by various professionals[9]. In a study published in 2019, Nesbitt et al[4] stated that a VR simulator (VRS) cannot be purchased for less than £100,000
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