Computer-based virtual reality simulator for phacoemulsification cataract surgery training

Recent research in virtual reality indicates that computer-based simulators are an effective technology to use for surgeons learning to improve their surgical skills in a controlled environment. This article presents the development of a virtual reality simulator for phacoemulsification cataract surgery training, which is the most common surgical technique currently being used to remove cataracts from the patient’s eyes. The procedure requires emulsifying the cloudy natural lens of the eye and restoring vision by implanting an artificial lens through a small incision. The four main procedures of cataract surgery, namely corneal incision, capsulorhexis, phacoemulsification, and intraocular lens implantation, are incorporated in the simulator for virtual surgical training by implementing several surgical techniques. The surgical activity that are applied on the anatomy of the human eye, such as incision, grasping, tearing, emulsification, rotation, and implantation, are simulated in the system by using different types of mesh modifications. A virtual reality surgical simulator is developed, and the main procedures of phacoemulsification cataract surgery are successfully simulated in the system. The simulation results of the training system show that the developed simulator is capable of generating a virtual surgical environment with faithful force feedback for medical residents and trainees to conduct their training lessons via the computer using a pair of force-feedback haptic devices. In addition, the successful simulation of the mesh modifications on the human eyeball with visual realism and faithful force feedback throughout the surgical operation shows that the developed simulator is able to serve as a virtual surgical platform for surgeons to train their surgical skills.     

Relationships between driving simulator performance and driving test results

This article is considered relevant because: 1) car driving is an everyday and safety-critical task; 2) simulators are used to an increasing extent for driver training (related topics: training, virtual reality, human – machine interaction); 3) the article addresses relationships between performance in the simulator and driving test results–a relevant topic for those involved in driver training and the virtual reality industries; 4) this article provides new insights about individual differences in young drivers' behaviour. Simulators are being used to an increasing extent for driver training, allowing for the possibility of collecting objective data on driver proficiency under standardised conditions. However, relatively little is known about how learner drivers' simulator measures relate to on-road driving. This study proposes a theoretical framework that quantifies driver proficiency in terms of speed of task execution, violations and errors. This study investigated the relationships between these three measures of learner drivers' (n = 804) proficiency during initial simulation-based training and the result of the driving test on the road, occurring an average of 6 months later. A higher chance of passing the driving test the first time was associated with making fewer steering errors on the simulator and could be predicted in regression analysis with a correlation of 0.18. Additionally, in accordance with the theoretical framework, a shorter duration of on-road training corresponded with faster task execution, fewer violations and fewer steering errors (predictive correlation 0.45). It is recommended that researchers conduct more large-scale studies into the reliability and validity of simulator measures and on-road driving tests.     

Relationships between driving simulator performance and driving test results

This article is considered relevant because: 1) car driving is an everyday and safety-critical task; 2) simulators are used to an increasing extent for driver training (related topics: training, virtual reality, human-machine interaction); 3) the article addresses relationships between performance in the simulator and driving test results--a relevant topic for those involved in driver training and the virtual reality industries; 4) this article provides new insights about individual differences in young drivers' behaviour. Simulators are being used to an increasing extent for driver training, allowing for the possibility of collecting objective data on driver proficiency under standardised conditions. However, relatively little is known about how learner drivers' simulator measures relate to on-road driving. This study proposes a theoretical framework that quantifies driver proficiency in terms of speed of task execution, violations and errors. This study investigated the relationships between these three measures of learner drivers' (n=804) proficiency during initial simulation-based training and the result of the driving test on the road, occurring an average of 6 months later. A higher chance of passing the driving test the first time was associated with making fewer steering errors on the simulator and could be predicted in regression analysis with a correlation of 0.18. Additionally, in accordance with the theoretical framework, a shorter duration of on-road training corresponded with faster task execution, fewer violations and fewer steering errors (predictive correlation 0.45). It is recommended that researchers conduct more large-scale studies into the reliability and validity of simulator measures and on-road driving tests.     

Collaborative learning with screen‐based simulation in health care education: an empirical study of collaborative patterns and proficiency development

This article is about collaborative learning with educational computer‐assisted simulation (ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer‐Supported Collaborative Learning, we investigate collaborative patterns, their causes, and their implications for learning. We investigate why the extent of application of subject‐specific terminology differs between simulation training and more conventional training. We also investigate how the student‐simulator interaction affordances produce collaborative patterns and impact learning. Proficiency tests before and after training, observations during training, and interviews after training constitute the empirical foundation. Thirty‐six dentistry students volunteered for participation. The results showed that not only the task but also the medium of feedback impacts the application of subject‐specific terminology. However, no relation to proficiency development was revealed. We identified turn‐taking as well as dominance patterns of student‐simulator interaction but again found no relation to proficiency development. Further research may give us deeper insights into if and how these collaborative patterns, in other respects, impact collaborative learning with ECAS in health care education.     

Simulators for medical training: application to vascular ultrasound imaging

Whilst computers are more and more used in the medical and surgical domains, medical education is still very conservative. However, new information technology could bring a lot to this area. In particular, simulators are of paramount interest: they would allow one both to experiment with surgical or imaging techniques for a wide range of pathologies without the need for patients and to quantitatively evaluate the trainees' performances. Ultrasound imaging is a typical area where virtual reality may change educational uses. This paper describes an ultrasound imaging simulator dedicated to the training of physicians for the detection of deep venous thromboses of the lower limbs. Like this one, a lot of other pathologies of soft tissue are diagnosed using ultrasound imaging. Because this examination is difficult and operator‐dependent, developing a simulator is very useful to give common databases of pathological samples on which physicians can both experiment with image acquisition and evaluate their understanding of clinical cases. Real‐time simulation is mandatory. An ultrasound imaging simulator has been developed and is being tested. This paper presents the hardware and software components of the simulator and describes the status of this project. Copyright © 2000 John Wiley & Sons, Ltd.     

飞行模拟机远程鉴定系统研究

为保证用于民航飞行人员培训的飞行模拟机持续满足训练要求,民航管理部门需定期安排飞行模拟机鉴定组专家至相关的训练中心进行模拟机的状态鉴定.随着飞行模拟机数量的不断增加以及全球化发展模式的不断推进,导致鉴定组专家常年在外奔波,异常疲劳.以5G、虚拟现实、数字孪生等新一代高新技术发展为基础,结合民航规章要求对飞行模拟机的鉴定测试项目进行分类,并针对飞行模拟机鉴定的每类测试项目开展远程鉴定的可行性分析以及鉴定手段的分析研究,尤其针对需鉴定组专家亲身感受的检查项目以协同使用多种技术手段,以客观数据为基础,探索实现飞行模拟机远程鉴定的新思路和新方法.通过分析研究,首次提出采用技术手段满足飞行模拟机远程鉴定的技术基础,未来将在改变飞行模拟机鉴定模式、解放人力资源、保证设备可靠性及经济性等方面具有重要的指导意义.     

Can virtual reality be used to measure and train surgical skills?

The quantitative literature on the use of virtual environments to measure and train a variety of surgical skills is critically reviewed. We selected works from the years 1995-2000. Theoretical perspectives, such as those of Saltzman (1979), Bernstein (1967) and Schmidt (1975) and techniques, such as hierarchical task analysis, are presented and contrasted with the largely atheoretical approach of the practitioners of virtual surgery. It is concluded that the quantitative work discussed provides few findings of value to practising surgeons. This may be due in part to the lack of consideration paid to fundamental issues in the learning of motor skills, such as whether motor skills learning is most effective with varying training conditions and the distinction between purely motoric aspects and knowledge of procedures. Possible ways forward for surgical training are outlined. It is suggested that the theoretical perspectives and techniques available in the area of motor behaviour should be incorporated into future experimental studies of surgery in virtual environments.     

Evaluation of a haptics-based virtual reality temporal bone simulator for anatomy and surgery training

Introduction

Virtual reality simulation training may improve knowledge of anatomy and surgical skills. We evaluated a 3-dimensional, haptic, virtual reality temporal bone simulator for dissection training.

Methods

The subjects were 7 otolaryngology residents (3 training sessions each) and 7 medical students (1 training session each). The virtual reality temporal bone simulation station included a computer with software that was linked to a force-feedback hand stylus, and the system recorded performance and collisions with vital anatomic structures. Subjects performed virtual reality dissections and completed questionnaires after the training sessions.

Results

Residents and students had favorable responses to most questions of the technology acceptance model (TAM) questionnaire. The average TAM scores were above neutral for residents and medical students in all domains, and the average TAM score for residents was significantly higher for the usefulness domain and lower for the playful domain than students. The average satisfaction questionnaire for residents showed that residents had greater overall satisfaction with cadaver temporal bone dissection training than training with the virtual reality simulator or plastic temporal bone. For medical students, the average comprehension score was significantly increased from before to after training for all anatomic structures. Medical students had significantly more collisions with the dura than residents. The residents had similar mean performance scores after the first and third training sessions for all dissection procedures.

Discussion

The virtual reality temporal bone simulator provided satisfactory training for otolaryngology residents and medical students.     

Transfer of training from virtual reality

This experiment compared the value of real-world training, virtual reality training, and no training in the transfer of learning to the same task performed in real-world conditions. Results provide no evidence of transfer from a virtual reality training environment to a real-world task. There was no significant difference between the virtual reality training group and the group that received no training on the task. The group that received real-world training performed significantly better than both of the other two groups. The results question the utility of virtual training and suggest that in the present configuration, individuals learn performance characteristics specific only to the virtual reality context. Needed improvements to virtual reality for the purpose of enabling the transfer of training are indicated.     

A Review of Computer-Generated Simulation in the Pedagogy of Cataract Surgery Training and Assessment

Virtual reality simulation is no longer an unusual term due to its application in aviation, industry, medicine, and military. The limitation of animal model in wet-lab training has necessitated the discovery of new training tools. Criteria-based surgical training can be simulated in a protected environment virtually by using computer for medical assessment and evaluation. This article reviews the pedagogical value of various virtual reality cataract surgery simulators developed, in surgical skill education and evaluation. Literature searches were conducted in ACM, IEEE Xplore, PubMed, Taylor & Francis, SciVerse, and Springer Link, covering the period from 1990 to the present. The published literature that presents methodological approach in the creation of simulation and feasibility study on performance evaluation system were examined. Evidence from the study proves that high-fidelity simulation is capable of providing objective surgical training and distinguishing the level of competency between students, residents, and surgeons in cataract surgery. Standardization and classification of training module according to the proficiency of surgical skills are considered necessary in improving validity of simulators as part of curriculum in medical education.     

大型运输机综合训练器虚拟仪表系统的研究

随着计算机技术的快速发展,使虚拟仿真模拟器在军事训练中得到了广泛的应用.目前模拟器仪表系统主要是实表系统,存在驱动复杂、价格昂贵等缺点.结合大型运输机综合训练器的研制,介绍了采用虚拟仪表替代真实仪表的训练器体系结构,给出了利用GL Studio3.0来开发虚拟仪表的过程、数学模型及人机交互方法.以高度表、地平仪等典型虚拟仪表的开发为例,介绍了虚拟仪表中指针、数字轮以及非线性刻度的显示方法, 并给出了一些相应的C 代码,为训练模拟器的仪表仿真提出了新的解决方案.     

SimCrane 3D+: A crane simulator with kinesthetic and stereoscopic vision

Crane operation training using virtual crane simulators has been introduced in the last decade. It can reduce the costs associated with renting actual cranes and enables operator training for a range of tasks in virtual environment. However, a critical drawback common to most existing simulators is a lack of realistic simulation for the depth perception, which usually relies on stereoscopic vision and head motion to increase the precision of depth perception. This research aimed at adopting kinesthetic vision and stereoscopic vision into a virtual crane simulator to increase its training effectiveness. Kinesthetic vision generates corrected perspective images based on the head position of the viewer. Stereoscopic vision is to generate separated images for left and right eyes respectively. A crane simulator known as SimCrane 3D⁺ was developed and implemented to achieve the goal. We performed user tests to evaluate the proposed system by both subjective and objective factors. The results showed that the system provide better simulation for depth perception. Operators increase their confidences in the tests. They also reported using SimCrane 3D⁺ is more intuitive than the simulator without stereoscopic or kinesthetic visions.     

空战训练中虚实兵力对抗系统设计

空军在实装对抗训练中,缺乏西方国家主力作战机型的参与,难以保证贴近实战的训练质量。为了解决这一问题,提出了将我方空中实装飞机与模拟敌方的飞行模拟器加入同一战场环境进行对抗训练的方案,从而设计了空战训练虚实兵力对抗仿真系统。系统基于HLA思想设计,使用多级网络通信机制、Lua接口以及汇集代理,解决了仿真联邦与外接系统的通讯问题,将实装飞机、模拟器与仿真系统互联,继而将模拟器的战术行为与实装飞机数据交换形成虚拟对手,并加入导弹攻击仿真模型进行攻击仿真与评估,从而解决训练难题。     

虚拟现实技术训练应用研究综述

虚拟现实技术训练应用是科技发展的必须趋势,是和平时期提高部队实战能力的主要手段。通过对当前虚拟现实在部队军事训练应用方面进行研究,并采取"分析归纳、分类合并、中外对比、问题剖析、多措并举"的方式,发现虚拟现实技术训练应用存在技术引进应用不够,训练模拟器应用处于低层次徘徊阶段,且实战针对性不强等问题,提出研判外军作战行动、吸收借鉴经验做法、引领创新技术应用等做法,从而实现从"跟跑-并跑-领跑"的过渡。     

The efficacy of a medical virtual reality simulator for training phlebotomy

OBJECTIVE: The present study compared the effectiveness of a virtual reality (VR) simulator for training phlebotomy with that of a more traditional approach using simulated limbs. BACKGROUND: Phlebotomy, or drawing blood, is one of the most common medical procedures; yet, there are no universal standards for training and assessing performance. The absence of any standards can lead to injuries and inaccurate test results if the procedure is improperly performed. METHOD: Twenty 3rd-year medical students were trained under one of the two methods and had their performance assessed with a 28-item checklist. RESULTS: The results showed that performance improvements were limited to those who trained with the simulated limbs, and a detailed comparison of the two systems revealed several functional and physical differences that may explain these findings. CONCLUSION: Participants trained with simulated limbs performed better than those trained with a VR simulator; however, the metrics recorded by the VR system may address some aspects of performance that could eventually prove beneficial. APPLICATION: The present study highlights the potential for medical simulators to improve patient safety by enabling trainees to practice procedures on devices instead of patients. Applications of this research include training, performance assessment, and design of simulator systems.     

Development of an inheritance assist system for experiencing operation skills by using a haptic function of PHANToM

At present, several commercially available surgical simulators have been used in advanced medical facilities, and most of them provide a self-learning environment for trainees who are young doctors and/or residents. Therefore, we assume that inexperienced doctors have to inherit the veteran skills of experienced doctors because the lack of doctors and nurses is one of the most serious medical issues. This article proposes a training function on a surgical simulator system which enables trainees to sense the feelings of experienced surgeons while operating. The inheritance assistance function we are constructing might be of help in compensating for the lack of experience of young doctors and be more effective than the present system. The inheritance assistance function makes it possible to record the operational data of experienced doctors, and to reproduce this data in a training scene for young trainees. Then young doctors could practice their own skills by intuitively referencing the recorded advisory data in a surgical simulator. In order to accomplish the purpose of this study, we have constructed a fundamental system. A simple virtual object based on a dynamic model reacts in terms of visualization and force against the manipulation of virtual forceps via a haptic device, PHANToM. Several laboratory students of the experimental subject were challenged to obtain training with the system developed. This article describes the system and discusses the results and future work.     

Using smartphone technology to deliver a virtual pedestrian environment: usability and validation

Various programs effectively teach children to cross streets more safely, but all are labor- and cost-intensive. Recent developments in mobile phone technology offer opportunity to deliver virtual reality pedestrian environments to mobile smartphone platforms. Such an environment may offer a cost- and labor-effective strategy to teach children to cross streets safely. This study evaluated usability, feasibility, and validity of a smartphone-based virtual pedestrian environment. A total of 68 adults completed 12 virtual crossings within each of two virtual pedestrian environments, one delivered by smartphone and the other a semi-immersive kiosk virtual environment. Participants completed self-report measures of perceived realism and simulator sickness experienced in each virtual environment, plus self-reported demographic and personality characteristics. All participants followed system instructions and used the smartphone-based virtual environment without difficulty. No significant simulator sickness was reported or observed. Users rated the smartphone virtual environment as highly realistic. Convergent validity was detected, with many aspects of pedestrian behavior in the smartphone-based virtual environment matching behavior in the kiosk virtual environment. Anticipated correlations between personality and kiosk virtual reality pedestrian behavior emerged for the smartphone-based system. A smartphone-based virtual environment can be usable and valid. Future research should develop and evaluate such a training system.     

Toward the development of interactive virtual dissection with haptic feedback

Traditional, hands-on dissection of an animal is common practice in many classrooms to aid in the study of anatomy and biology. More specifically, virtual dissection environments have been developed making it possible to study the inner workings of animals without cutting them up. In this paper, we present a novel virtual reality dissection simulator, where a user can dissect an animal (i.e. frog) and its organs using a 3D force feedback haptic device. The simulator uses force feedback as part of a multimodal cue to provide guidance and performance feedback to the user. This paper highlights methodologies which are used for addressing some of the key challenges involved in designing and developing simulators, such as: modelling and mechanics of deformation, collision detection between multiple deformable bodies, and haptic feedback.     

Haptics-based virtual reality periodontal training simulator

This paper focuses upon the research and development of a prototype dental simulator for training of periodontal procedures. By the use of virtual reality and haptics technology, the periodontal simulator allows trainees to learn performing diagnosis and treatment of periodontal diseases by visualizing a three-dimensional virtual human mouth and feeling real tactile sensations while touching the surface of teeth, gingiva, and calculi with virtual dental instruments. Since periodontics requires dentists to depend primarily on tactile sensations to perform diagnostic and surgical procedures, the use of haptics is unquestionably crucial for a realistic periodontal simulator. The haptics-based virtual reality periodontal training simulator has been validated by a experiment conducted by the College of Dentistry at University of Illinois at Chicago (UIC) with faculty members and dental students, which demonstrates the scientific contribution and usefulness of the simulator as a vital part of the curriculum of the Department of Periodontics at UIC.