Virtual Reality Simulation Research Articles

Training Law Enforcement Officers About Autism: Evaluation of Adding Virtual Reality or Simulation to a Traditional Training Approach.

Prevalence rates of autism spectrum disorder (ASD) across the globe and lifespan suggest that law enforcement officers (LEOs) are likely to interact with autistic people in their professional duties. In developed countries, LEOs have professional encounters with autistic individuals, and research strongly supports LEOs need training to increase their knowledge about autism and confidence interacting with autistic people. The purpose of the present study is to compare three training approaches with LEOs: (a) a training presentation alone (P), (b) a training presentation combined with virtual reality simulation (P + VR), and (c) a training presentation combined with in-vivo simulation (P + SIM). The primary outcomes are LEO knowledge of autism and self-reported confidence in responding to autism calls. The present study included 259 LEOS who completed a survey assessing autism knowledge and confidence in level of skill before and after participating in ASD-specific training for LEOs. Findings support that participant knowledge of autism and confidence in responding significantly increased for all LEOs equally across training conditions. Results support that formalized training in ASD significantly impacts LEO's knowledge of ASD and confidence responding to calls. As such, standardized training for LEOs is needed to assure appropriate knowledge and confidence when responding to calls involving autistic persons.

Using virtual and augmented reality to study architectural lighting

This paper presents industry stakeholder insights from the implementation of a dual modality intervention using virtual and augmented reality simulation to study complex lighting theory in architecture design. Using a design based research method the aim is to evaluate these insights and inform a pilot study to educate first year architectural design students on the complexities of lighting the built environment and methods to improve architectural workflow. The aim is to enable learners to experience natural and artificial lighting methods comparatively in real-time through multiple comparative visualisation methods. This is important to make informed evaluations regarding architectural designs in terms of spatial quality, character, performance, and user-comfort levels. This in turn allows architects to rapidly modify their designs to accommodate or mitigate the environmental effects. Outcomes from the initial usability test highlight the ability to switch back and forth between the virtual and augmented reality simulation technology, and between lighting visualisation modes as a huge step forward by the industry stakeholders. Additionally, the idea of representing the physical building where the simulation took place virtually using a detailed mapping gave a real-world anchor that made the simulations easy to navigate, leading to improved satisfaction and engagement. However, the study also highlighted improvements in the delivery of the simulation is required to improve simulation learnability and efficiency.

My avatar makes me feel good? The effect of avatar personalisation and virtual agent interactions on self-esteem

ABSTRACT The theory of Objective Self-Awareness (OSA) and related studies suggest that embodiment of personalised avatars may induce self-awareness and influence self-esteem. Additionally, the Computers Are Social Actors (CASA) paradigm suggests that humans may mindlessly respond to computers in ways that are similar to human interactions. Based on those assertions, it is plausible that virtual embodiment of a personalised avatar and interactions with a virtual agent can shift self-esteem. However, those effect on self-esteem have not been thoroughly examined in past studies. To address these research gaps, a 2 (avatar personalisation: personalised vs. non-personalised avatar) × 2 (virtual agent interaction valence: positive vs. negative) between-subjects experiment was conducted using a Virtual Reality (VR) simulation (N =171). Findings from the study showed that there was no effect of avatar personalisation and virtual agent interaction valence on state self-esteem change. However, the pairwise comparisons present some preliminary indications that avatar personalisation and positive interactions with a virtual agent may facilitate improvements in state self-esteem altogether. Implications of the study findings are discussed.

Exploring the Therapeutic Potential of Virtual Reality: A Review on the Simulation of Psychedelic Effects for Treating Psychological Disorders

Psychedelic therapy is increasingly acknowledged as a transformative approach to mental health care, much like how Virtual Reality (VR) technology has emerged as a potent tool in the realm of mental health. Hence, there is potential for integrating the benefits derived from both. This review aims to assess the current state of the art concerning the utilization of VR and psychedelic simulations for treating psychological disorders. The findings clarify the potential of an emerging treatment: the simulation of psychedelic states through Virtual Reality. This treatment has been shown to improve cognitive flexibility and executive functions and, as a result, could be used to prevent conditions such as mild cognitive impairment and dementia. Furthermore, this treatment facilitates the activation of other constructs in the subject, such as creativity, joy, pleasure, and relaxation, which can act as mediators in the treatment of various psychopathological disorders. This review attempts to broaden knowledge regarding the simulation of psychedelic states through Virtual Reality, exposing the results in a clinical setting and highlighting the need for further studies.

Enhancing nursing competency through virtual reality simulation among nursing students: a systematic review and meta-analysis

AimStudies on the effectiveness of virtual reality (VR) in nursing education have explored its impact on learning outcomes, emotional immersion and engagement, learner self-confidence, and satisfaction, generally showing positive aspects. However, there is a need for a systematic review to examine the specific influence of VR-based education on nursing students’ practical competency.MethodAccording to the PRISMA 2020 guidelines, 22 studies were selected based on inclusion criteria from 579 articles, published from January 1, 2018, to March 31, 2024, across nine major databases including PubMed and EMbase. The target population comprised nursing students, and the intervention focused on VR-based simulations aimed at enhancing competency, compared to control groups receiving either no intervention or conventional non-virtual simulation. The primary outcome, nursing competency, was analyzed using MIX 2.0 Pro (Ver. 2.0.1.6, BiostatXL, 2017) to calculate pooled effect sizes.ResultThe pooled effect size for nursing competency was determined to be large, with Hedge’s g = 0.88 (95% CI, 0.47 to 1.29). Meta-regression analysis identified several factors associated with an increase in nursing competency. These included studies published after 2022, approval of an IRB, absence of funding, randomized controlled trials (RCTs), interventions reported as shorter than 4 weeks or not reported, sessions fewer than 4 or not reported, session duration under 1 h or not reported, and observational measurement methods. Additional factors enhancing nursing competency were the inclusion of a pre-briefing before simulations, the absence of a debriefing afterward, and the exclusion of other activities during the simulation.ConclusionBy combining the results of the included studies, the systematic review and meta-analysis accounted for variations in sample size, study methodology, and independent intervention effects, providing an overall evaluation of the effectiveness of simulation-based education in improving nursing students’ competency.LimitationThe selection criteria for the studies analyzed, which included only those published in English or Korean and reported precise means, standard deviations, and sample sizes, could lead to selection bias and limit the generalization of our study results.Systematic review registrationPROSPERO International Prospective Register of Systematic Reviews: http://www.crd.york.ac.uk/PROSPERO/, identifier CRD42023446348.

Digital Interventions to Understand and Mitigate Stress Response: Protocol for Process and Content Evaluation of a Cohort Study.

Staffing and resource shortages, especially during the COVID-19 pandemic, have increased stress levels among health care workers. Many health care workers have reported feeling unable to maintain the quality of care expected within their profession, which, at times, may lead to moral distress and moral injury. Currently, interventions for moral distress and moral injury are limited. This study has the following aims: (1) to characterize and reduce stress and moral distress related to decision-making in morally complex situations using a virtual reality (VR) scenario and a didactic intervention; (2) to identify features contributing to mental health outcomes using wearable, physiological, and self-reported questionnaire data; and (3) to create a personal digital phenotype profile that characterizes stress and moral distress at the individual level. This will be a single cohort, pre- and posttest study of 100 nursing professionals in Ontario, Canada. Participants will undergo a VR simulation that requires them to make morally complex decisions related to patient care, which will be administered before and after an educational video on techniques to mitigate distress. During the VR session, participants will complete questionnaires measuring their distress and moral distress, and physiological data (electrocardiogram, electrodermal activity, plethysmography, and respiration) will be collected to assess their stress response. In a subsequent 12-week follow-up period, participants will complete regular assessments measuring clinical outcomes, including distress, moral distress, anxiety, depression, and loneliness. A wearable device will also be used to collect continuous data for 2 weeks before, throughout, and for 12 weeks after the VR session. A pre-post comparison will be conducted to analyze the effects of the VR intervention, and machine learning will be used to create a personal digital phenotype profile for each participant using the physiological, wearable, and self-reported data. Finally, thematic analysis of post-VR debriefing sessions and exit interviews will examine reoccurring codes and overarching themes expressed across participants' experiences. The study was funded in 2022 and received research ethics board approval in April 2023. The study is ongoing. It is expected that the VR scenario will elicit stress and moral distress. Additionally, the didactic intervention is anticipated to improve understanding of and decrease feelings of stress and moral distress. Models of digital phenotypes developed and integrated with wearables could allow for the prediction of risk and the assessment of treatment responses in individuals experiencing moral distress in real-time and naturalistic contexts. This paradigm could also be used in other populations prone to moral distress and injury, such as military and public safety personnel. ClinicalTrials.gov NCT05923398; https://clinicaltrials.gov/study/NCT05923398. DERR1-10.2196/54180.

Training in Endoscopic Endonasal Neurosurgical Procedures: a Systematic Review of Available Models

Background Proficiency in endoscopic endonasal neurosurgery (EEN) requires a unique skill set and is associated with a steep learning curve. Endoscopic simulation models present an opportunity for trainees to enhance their surgical skills and anatomical knowledge in a risk-free environment. To date, four main categories of training modalities have been recorded: cadaveric, synthetic, animal, and virtual reality (VR) models. Objective To analyze the features, advantages, and disadvantages of each EEN training model, describe the stages of simulation training, and propose future directions and an algorithm for EEN training. Methods A comprehensive search was performed including studies published before August 2023. Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines were followed in the search and selection of studies included. Terms for searching title and abstract were (“simulation”)AND(“endoscopic endonasal”)AND(“neurosurgery”). Articles were screened for duplicates. Results We identified 176 references, and 43 studies met the inclusion criteria. Twelve articles described cadaveric models, with 7 of them studying internal carotid artery injury (ICAI) management and 3 of them CSF leak management; fourteen articles illustrated synthetic models, one article described animal models, and sixteen articles outlined virtual reality (VR) simulations. Conclusion Cadaveric models provide realistic hands-on surgical training with acceptable cost and remain the gold standard method for training. Synthetic models are most effective for preoperative surgical planning and animal models are best suited for testing of hemostatic techniques. VR simulations may become the primary training tool for novices to acquire basic anatomical knowledge as their role in advanced surgical planning is evolving.

Simulation to become a better neurosurgeon. An international prospective controlled trial: the PASSION study

IntroductionSurgical training traditionally adheres to the apprenticeship paradigm, potentially exposing trainees to an increased risk of complications stemming from their limited experience. To mitigate this risk, augmented and virtual reality have been considered, though their effectiveness is difficult to assess. Research questionThe PASSION study seeks to investigate the improvement of manual dexterity following intensive training with neurosurgical simulators and to discern how surgeons´ psychometric characteristics may influence their learning process and surgical performance. Material and MethodsSeventy-two residents were randomized into the simulation group (SG) and control group (CG). The course spanned five days, commencing with assessment of technical skills in basic procedures within a wet-lab setting on day 1. Over the subsequent core days, the SG engaged in simulated procedures, while the CG carried out routine activities in an OR. On day 5, all residents' technical competencies were evaluated. Psychometric measures of all participants were subjected to analysis. ResultsThe SG demonstrated superior performance (p < 0.0001) in the brain tumour removal compared to the CG. Positive learning curves were evident in the SG across the three days of simulator-based training for all tumour removal tasks (all p-values < 0.05). No significant differences were noted in other tasks, and no meaningful correlations were observed between performance and any psychometric parameters. Discussion and conclusionA brief and intensive training regimen utilizing 3D virtual reality simulators enhances residents' microsurgical proficiency in brain tumour removal models. Simulators emerge as a viable tool to expedite the learning curve of in-training neurosurgeons.

Potential and Legal Challenges of Metaverse for Environmental Awareness and Sustainable Practice in Nigeria: A Comparative Study with Singapore

The Metaverse offers a novel and immersive platform where Nigerian users can engage with virtual environments mirroring the physical world or even transcending its confines just like Singapore has adopted same in its economy. This digital realm provides a unique opportunity for individuals and organizations to simulate and visualize the environmental consequences of human activities, thereby deepening awareness of ecological issues. Virtual reality simulations and immersive educational experiences empower users to witness the ramifications of environmental degradation, motivating them to adopt eco-friendly practices in their daily lives. However, realizing the Metaverse's potential for promoting environmental awareness and sustainable practices is met with various legal challenges. This study employs a hybrid research approach, combining both doctrinal and non-doctrinal methods, to assess the prospects and legal issues surrounding the use of the Metaverse as a catalyst for environmental awareness and sustainability. A total of 304 questionnaires were distributed to Nigerian respondents, with data analyzed using descriptive and analytical methods. The study reveals that the burgeoning Metaverse has the potential to play a pivotal role in advancing environmental awareness and sustainable practices, contributing to the mitigation of climate change. Nonetheless, several challenges, such as data privacy, data security, regulatory issues related to the Metaverse, digital illiteracy, and insufficient funding for incorporating Metaverse technology, may hinder its effective utilization for environmental awareness and sustainability promotion. It is therefore concluded that the Metaverse possess a transformative power to enhance environmental awareness and sustainable practice in Nigeria. Furthermore, it is also recommended that there is need to draws insights from Singapore's experiences in the Metaverse, highlighting potential lessons and inspiration for Nigeria as it embarks on this journey of environmental awareness and sustainability through immersive digital experiences.

A Comparison of Virtual Reality and Traditional Audio-Recorded Hearing Voices Simulations: Their Impact on Empathy in Health Care Students.

Empathy is essential to the development of communication skills. Simulating psychosis to develop empathy for mental health patients is complex; we hypothesized that virtual reality (VR) would be effective in increasing empathy in health care students. This experimental study compared the effectiveness of a VR simulation with a traditional hearing voices simulation as measured by the Kiersma-Chen Empathy Scale-Revised. Twenty-five health care students were randomized into two groups. The results indicated that both simulated experiences increased empathy levels, supporting the study's hypothesis. A 10-minute VR simulation is an effective teaching strategy for developing empathy in health care students.

Revolutionizing Sports Education: Harnessing Innovations and Technology for Enhanced Learning

This paper explores cutting-edge innovations in sports education, focusing on active learning strategies, the flipped classroom model, gamification, differentiated instruction, and the integration of technology. Active learning methodologies, such as problem-based learning and cooperative learning, engage students in critical thinking and collaborative problem-solving, while the flipped classroom model prioritizes experiential learning and learner autonomy. Gamification principles add elements of competition and rewards to enhance motivation and engagement, while differentiated instruction tailors learning experiences to individual student needs. Furthermore, technology integration, including virtual reality simulations, wearable technology, and online learning platforms, revolutionizes sports education by providing immersive experiences, real-time performance monitoring, and personalized learning pathways. Through a comprehensive review and analysis, this paper elucidates the transformative potential of these innovations in optimizing student learning outcomes and preparing athletes for success both on and off the field.

Research on the Application of Three-Dimensional Virtual Reality Technology in Landscape Architecture Design

This study investigates the depth of and engaging experiences for designers and users could transform conventional landscape architecture design approaches through the use of 3D virtual reality technology. Research assesses the advantages and difficulties of using 3D virtual reality (VR) into landscape architectural practice by means of an extensive analysis of the body of current literature and case studies. The study looks into how 3D virtual reality (VR) technology affects the ideation, imagining, collaboration, and presentation phases of the architecture and landscape process of design. It examines how virtual reality simulations can improve communication among design teams, facilitate client engagement, and enhance decision-making processes. The study also looks at the practical and technical aspects of using 3D virtual reality technologies in landscaping design firms, including hardware requirements, software compatibility, and training requirements. In the end, the research's findings deepen our understanding of how 3D virtual reality technology might revolutionize landscape architecture, practice, and spur creative thinking in design processes.

Vehicle-to-Cyclist Collision Prediction Models by Applying Machine Learning Techniques to Virtual Reality Bicycle Simulator Data

The study of vulnerable road users (VRUs) behavior is key to designing and optimizing driving assistance systems, such as the autonomous emergency braking (AEB) system. These kinds of devices could help lower the VRU accident rate, which is of particular interest to cyclists, who are the subject of this research. To better understand cyclists’ reaction patterns in frequently occurring collision scenarios in urban environments, this paper focuses on developing a virtual reality (VR) simulator for cyclists (VRBikeSim) that incorporates eye-tracking functionality. The braking and steering systems were calibrated by means of on-track tests with a sensorized bicycle in order to improve the accuracy of the bicycle virtual model. From the data obtained in the virtual tests, a battery of predictive models was built using supervised machine learning classifiers. All of them exhibited an accuracy higher than 85%, especially the K-Nearest Neighbors model. This model allowed us to obtain the best balance between the prediction of avoidance and collision cases, as well as enabling computationally lower times to be incorporated into the decision-making algorithm of an AEB system.

Virtual Reality in The University Classroom: Experiences, Challenges and Opportunities For Teaching in Higher Education

Objective: This article aims to explore virtual reality from its experiences, challenges and opportunities for teaching higher education and learning content from different areas of knowledge.   Methods: This uses a qualitative approach through a documentary search that allows us to know the implementation of virtual research in the classroom as a significant process for teaching university students. The population involved in the research are studies carried out between 2018 - 2024 and the sample is selected using eligibility criteria; on the one hand, the inclusion criteria determining databases such as Scielo, Redalyc, Dialnet and Google Scholar and Scopus; On the other hand, articles that do not contain the categories of principles such as virtual reality, teaching and university education are excluded.   Result: As a result, a total of 25 studies were collected from which a discussion is developed about the challenges, opportunities and learning experiences of RVI; This is essential because it determines an implementation path for university teachers in higher education institutions. Thus, it is concluded that the challenges are infrastructure, permanent network connection and the digital skills of teachers; The opportunities are the motivation and positive attitude of learning, interaction and communication, teamwork and academic progress and finally, the experiences determine a development in the student's knowledge and their ability to apply said knowledge in reality. physics through learning experience in simulated reality.

Advancing human–robot collaboration in handcrafted manufacturing: cobot-assisted polishing design boosted by virtual reality and human-in-the-loop

AbstractIndustry 5.0 envisions a future where seamless collaboration between humans and robots enhances efficiency, innovation, and coevolution. While collaborative robots have found widespread applications in manufacturing, particularly in tasks like pick-and-place and assembly, their integration into handcrafted manufacturing processes presents unique challenges. This article focuses on advancing technology in the less-explored field of cobot-assisted handcrafted manufacturing, specifically in the fashion industry, with a priority on reducing work-related risks. In handcrafted processes, which often involve intricate and artistic work, cobots face challenges related to nuanced decision-making, adaptability to customizations, and the need for precise manual dexterity. The study delves into the cobot-assisted polishing of leather shoes, addressing issues associated with product delicacy, process and knowledge formalization, versatility, and integration into existing manufacturing processes. To overcome these challenges, the research proposes the application of cobots in the initial polishing phase, which is the most physically demanding, allowing artisans to focus on finalization, quality control, and process supervision. The study also applies the concept of human-in-the-loop (HITL) and virtual reality simulation to optimize collaboration, ensuring safety, ergonomics, and efficiency. The article contributes to the scientific and industrial communities by pioneering the study of collaborative robotics in craftsmanship, successfully implementing human–robot collaboration (HRC) in an industrial setting, demonstrating the effectiveness of virtual simulation and HITL, and prioritizing human factors throughout the design and development of HRC. The insights gained from this research are crucial for achieving practical solutions in industrial environments while aligning with the performance objectives of companies and workers’ well-being.

A critical review of the feasibility of emerging technologies for improving safety behavior on construction sites

Introduction: Advancements in the modern construction industry have contributed to the development of a range of technology-based interventions to improve the safety behavior of front-line construction workers. Notwithstanding the extensive research on safety behavior, there is still a paucity of research on assessing technology interventions of safety behavior to provide an overview of their strengths and limitations. The present study aims to bridge this gap in the literature and identify the main trends of research. Method: A systematic review and critical content analysis are adopted to capture an overview of the state of knowledge on safety behavior technologies. As a result of searching Scopus, Web of Science, and Google Scholar databases in the period from Jan 2010 to Feb 2023, a total of 359 potential studies went through the systematic screening process and finally, 48 representative studies were selected followed by an assessment of the feasibility and applicability of the safety behavior technologies. Results: It was found that safety behavior technology is characterized by seven technologies including virtual-reality simulation (T1), eye-tracking technology (T2), prediction modeling of safety behavior (T3), computer-based training (T4), drone/sensor-based hazard monitoring (T5), vision-based behavior monitoring (T6), and real-time positioning (T7). Conclusions: This research improves understanding of the status of safety behavior technologies and provides a critical review of their feasibility from the perspective of four assessment criteria including application, limitation, benefit, and feasibility. Practical applications: The categorizations of technologies add value to the body of knowledge in terms of generic requirements for their implementation and adaptation on construction sites.

Development of Immersive Virtual Reality Hospital Fire Management and Evacuation Training Program for Nursing Students in Hong Kong

While nursing students never experience hospital fire, they should know how to evacuate the patients under their care. Using Virtual Reality (VR) can offer students a unique leaning experience of this uncommon situation. The purpose of this study was to development a VR simulation program of a hospital fire evacuation training for the nursing students and evaluated the satisfaction of the participants. It was a pilot study conducted in a local private university offering a pre-registration, higher diploma of mental health nursing program. A VR simulation program regarding fire evacuation in a psychiatric hospital was newly developed. The students enrolled in the final year of this program were recruited by convenience sampling. A questionnaire was employed to evaluate participants' satisfaction after they completing the program. Descriptive statistics was employed to analyze the participants' characteristics and quantitative results of the questionnaires. The study was approved by the institution review board of the study university. The overall satisfaction of this workshop was 4.6/5 (n = 65). The highest score was the knowledge (4.7/5), presentation and facilitation skill (4.7/5) of facilitator. Half of the students rated excellent to the design, content and facilities of this workshop. In the narrative comment, some students were satisfied with authentic 3-dimension environment at the VR cave. Besides, the students treasured the chance to act as ward in-charge in evacuation. The first immersive VR simulation program for hospital fire management was developed and generally well-received by the nursing students.

Collaborative virtual reality environment in disaster medicine: moving from single player to multiple learners.

The use of virtual reality (VR) in healthcare education is on the increase. In disaster medicine, it could be a solution to the cost and logistic constraints for a "full-scale" scenarios. However, VR is mainly designed for single players, which is not appropriate for the objectives pursued in disaster medicine. We decided to evaluate the educational value of using individual VR simulation in disaster medicine on a group of learners. The VR scenario used was a reproduction of a major train crash, with 21 victims and whose objectives were START triage and first aid techniques. The sessions were carried out in multi-participant groups with different roles (active and immersed with headset, paper triage without headset, and active for communications not immersed in the headset). Their perceived self-efficacy was assessed before (T0), after (T1) and 2months (T2) after the training. Satisfaction and confidence in learning were also measured. The median levels of satisfaction and confidence in learning were of 21/25 and 32/40 respectively. Their perceived self-efficacy increased significantly between T0 and T1 (p < 0.001), and remained stable until T2. The different roles of participant showed no difference in terms of satisfaction, confidence in learning or changes in perceived self-efficacy. One third of the participants agreed that the number of participants had interfered with their learning. A significant negative correlation (rS = -0.51, p = 0.002) was found between satisfaction and the fact of having been hindered by the number of participants. Around 90% of participants found the activity entertaining and found the new technologies appropriate for learning technical skills. This first experience of VR in a group setting is satisfactory and shows its positive effects. The limitations highlighted here will enable areas of improvement to be identified for the use of VR in disaster medicine, pending the development of multi-player tools. It would now be appropriate to analyse the impact of this type of simulation on learning and its retention over time.

The presence of fear: How subjective fear, not physiological changes, shapes the experience of presence.

When we become engrossed in novels, films, games, or even our own wandering thoughts, we can feel present in a reality distinct from the real world. Although this subjective sense of presence is, presumably, a ubiquitous aspect of conscious experience, the mechanisms that produce it are unknown. Correlational studies conducted in virtual reality have shown that we feel more present when we are afraid, motivating claims that physiological changes contribute to presence; however, such causal claims remain to be evaluated. Here, we report two experiments that test the causal role of subjective and physiological components of fear (i.e., activation of the sympathetic nervous system) in generating presence. In Study 1, we validated a virtual reality simulation capable of inducing fear. Participants rated their emotions while they crossed a wooden plank that appeared to be suspended above a city street; at the same time, we recorded heart rate and skin conductance levels. Height exposure increased ratings of fear, presence, and both measures of sympathetic activation. Although presence and fear ratings were correlated during height exposure, presence and sympathetic activation were unrelated. In Study 2, we manipulated whether the plank appeared at height or at ground level. We also captured participants' movements, which revealed that alongside increases in subjective fear, presence, and sympathetic activation, participants also moved more slowly at height relative to controls. Using a mediational approach, we found that the relationship between height exposure and presence on the plank was fully mediated by self-reported fear, and not by sympathetic activation. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The development of tissue handling skills is sufficient and comparable after training in virtual reality or on a surgical robotic system: a prospective randomized trial

BackgroundVirtual reality is a frequently chosen method for learning the basics of robotic surgery. However, it is unclear whether tissue handling is adequately trained in VR training compared to training on a real robotic system.MethodsIn this randomized controlled trial, participants were split into two groups for “Fundamentals of Robotic Surgery (FRS)” training on either a DaVinci VR simulator (VR group) or a DaVinci robotic system (Robot group). All participants completed four tasks on the DaVinci robotic system before training (Baseline test), after proficiency in three FRS tasks (Midterm test), and after proficiency in all FRS tasks (Final test). Primary endpoints were forces applied across tests.ResultsThis trial included 87 robotic novices, of which 43 and 44 participants received FRS training in VR group and Robot group, respectively. The Baseline test showed no significant differences in force application between the groups indicating a sufficient randomization. In the Midterm and Final test, the force application was not different between groups. Both groups displayed sufficient learning curves with significant improvement of force application. However, the Robot group needed significantly less repetitions in the three FRS tasks Ring tower (Robot: 2.48 vs. VR: 5.45; p < 0.001), Knot Tying (Robot: 5.34 vs. VR: 8.13; p = 0.006), and Vessel Energy Dissection (Robot: 2 vs. VR: 2.38; p = 0.001) until reaching proficiency.ConclusionRobotic tissue handling skills improve significantly and comparably after both VR training and training on a real robotic system, but training on a VR simulator might be less efficient.