309 research outputs found

    The efficacy of virtual reality in professional soccer

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    Professional soccer clubs have taken an interest to virtual reality, however, only a paucity of evidence exists to support its use in the soccer training ground environment. Further, several soccer virtual reality companies have begun providing solutions to teams, claiming to test specific characteristics of players, yet supportive evidence for certain measurement properties remain absent from the literature. The aims of this thesis were to explore the efficacy of virtual reality being used in the professional football training ground environment. To do so, this thesis looked to explore the fundamental measurement properties of soccer specific virtual reality tests, along with the perceptions of professional coaches, backroom staff, and players that could use virtual reality. The first research study (Chapter 3) aimed to quantify the learning effect during familiarisation trials of a soccer-specific virtual reality task. Thirty-four professional soccer players age, stature, and body mass: mean (SD) 20 (3.4) years; 180 (7) cm; 79 (8) kg, participated in six trials of a virtual reality soccer passing task. The task required participants to receive and pass 30 virtual soccer balls into highlighted mini-goals that surrounded the participant. The number of successful passes were recorded in each trial. The one-sided Bayesian paired samples t-test indicated very strong evidence in favour of the alternative hypothesis (H1)(BF10 = 46.5, d = 0.56 [95% CI = 0.2 to 0.92]) for improvements in total goals scored between trial 1: 13.6 (3.3) and trial 2: 16 (3.3). Further, the Bayesian paired-samples equivalence t-tests indicated strong evidence in favour of H1 (BF10 = 10.2, d = 0.24 [95% CI = -0.09 to 0.57]) for equivalence between trial 4: 16.7 (3.7) and trial 5: 18.2 (4.7); extreme evidence in favour of H1 (BF10 = 132, d = -0.02 [95% CI = -0.34 to 0.30]) for equivalence between trials 5 and 6: 18.1 (3.5); and moderate evidence in favour of H1 (BF10 = 8.4, d = 0.26 [95% CI = -0.08 to 0.59]) for equivalence between trials 4 and 6. Sufficient evidence indicated that a learning effect took place between the first two trials, and that up to five trials might be necessary for performance to plateau in a specific virtual reality soccer passing task.The second research study (Chapter 4) aimed to assess the validity of a soccer passing task by comparing passing ability between virtual reality and real-world conditions. A previously validated soccer passing test was replicated into a virtual reality environment. Twenty-nine soccer players participated in the study which required them to complete as many passes as possible between two rebound boards within 45 s. Counterbalancing determined the condition order, and then for each condition, participants completed four familiarisation trials and two recorded trials, with the best score being used for analysis. Sense of presence and fidelity were also assessed via questionnaires to understand how representative the virtual environments were compared to the real-world. Results showed that between conditions a difference was observed (EMM = -3.9, 95% HDI = -5.1 to -2.7) with the number of passes being greater in the real-world (EMM = 19.7, 95% HDI = 18.6 to 20.7) than in virtual reality (EMM = 15.7, 95% HDI = 14.7 to 16.8). Further, several subjective differences for fidelity between the two conditions were reported, notably the ability to control the ball in virtual reality which was suggested to have been more difficult than in the real-world. The last research study (Chapter 5) aimed to compare and quantify the perceptions of virtual reality use in soccer, and to model behavioural intentions to use this technology. This study surveyed the perceptions of coaches, support staff, and players in relation to their knowledge, expectations, influences, and barriers of using virtual reality via an internet-based questionnaire. To model behavioural intention, modified questions and constructs from the Unified Theory of Acceptance and Use of Technology were used, and the model was analysed through partial least squares structural equation modelling. Respondents represented coaches and support staff (n = 134) and players (n = 64). All respondents generally agreed that virtual reality should be used to improve tactical awareness and cognition, with its use primarily in performance analysis and rehabilitation settings. Generally, coaches and support staff agreed that monetary cost, coach buy-in and limited evidence base were barriers towards its use. In a sub-sample of coaches and support staff without access to virtual reality (n = 123), performance expectancy was the strongest construct in explaining behavioural intention to use virtual reality, followed by facilitating conditions (i.e., barriers) construct which had a negative association with behavioural intention. This thesis aimed to explore the measurement properties of soccer specific virtual reality tests, and the perceptions of staff and players who might use the technology. The key findings from exploring the measurement properties were (1) evidence of a learning curve, suggesting the need for multiple familiarisation trials before collecting data, and (2) a lack of evidence to support the validity of a virtual reality soccer passing test as evident by a lack of agreement to a real-world equivalent. This finding raises questions on the suitability for virtual reality being used to measure passing skill related performance. The key findings from investigating the perceptions of users included, using the technology to improve cognition and tactical awareness, and using it in rehabilitation and performance analysis settings. Future intention to use was generally positive, and driven by performance related factors, yet several barriers exist that may prevent its widespread use. In Chapter 7 of the thesis, a reflective account is presented for the reader, detailing some of the interactions made with coaches, support staff and players in relation to the personal, moral, and ethical challenges faced as a practitioner-researcher, working and studying, respectively, in a professional soccer club

    Current and Future Advances in Surgical Therapy for Pituitary Adenoma

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    The vital physiological role of the pituitary gland, alongside its proximal critical neurovascular structures means pituitary adenomas cause significant morbidity or mortality. Whilst enormous advancements have been made in the surgical care of pituitary adenomas, treatment failure and recurrence remain challenges. To meet these clinical challenges, there has been an enormous expansion of novel medical technologies (e.g. endoscopy, advanced imaging, artificial intelligence). These innovations have the potential to benefit each step of the patient journey, and ultimately, drive improved outcomes. Earlier and more accurate diagnosis addresses this in part. Analysis of novel patient data sets, such as automated facial analysis or natural language processing of medical records holds potential in achieving an earlier diagnosis. After diagnosis, treatment decision-making and planning will benefit from radiomics and multimodal machine learning models. Surgical safety and effectiveness will be transformed by smart simulation methods for trainees. Next-generation imaging techniques and augmented reality will enhance surgical planning and intraoperative navigation. Similarly, the future armamentarium of pituitary surgeons, including advanced optical devices, smart instruments and surgical robotics, will augment the surgeon's abilities. Intraoperative support to team members will benefit from a surgical data science approach, utilising machine learning analysis of operative videos to improve patient safety and orientate team members to a common workflow. Postoperatively, early detection of individuals at risk of complications and prediction of treatment failure through neural networks of multimodal datasets will support earlier intervention, safer hospital discharge, guide follow-up and adjuvant treatment decisions. Whilst advancements in pituitary surgery hold promise to enhance the quality of care, clinicians must be the gatekeepers of technological translation, ensuring systematic assessment of risk and benefit. In doing so, the synergy between these innovations can be leveraged to drive improved outcomes for patients of the future

    Conception et évaluation d’un simulateur à réalité virtuelle d’intervention laparoscopique actionné par des embrayages magnétorhéologiques

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    La laparoscopie est une technique chirurgicale qui offre une alternative moins invasive à la chirurgie abdominale traditionnelle, en permettant aux patients de récupérer plus rapidement et avec moins de douleur. Dès son arrivée, cette nouvelle technique a su révolutionner le monde de la chirurgie, mais cette révolution est d'ailleurs venue avec un cout, une formation longue et difficile. Des simulateurs haptiques ont tenté de rendre cet apprentissage plus facile, mais leur cout élevé et leurs grosses dimensions les rendent difficiles d'accès pour les étudiants moyens. Afin de résoudre ce problème, des concepts qui utilisent des dispositifs haptiques sont offerts sur le marché pour concevoir des plateformes de simulation d'interventions laparoscopiques. Ces plateformes sont toutefois peu fidèles à la réalité et n'atteignent pas simultanément les performances dynamiques et cinétiques nécessaires à un apprentissage adéquat. En effet, les moteurs électriques utilisés obligent les concepteurs de dispositifs haptiques à faire un compromis entre la force produite et la réponse dynamique du système. Cette approche pourrait par contre être utilisée avec un dispositif haptique nouvelle-génération, le T-Rex. Ce dernier a été développé récemment par Exonetik, une compagnie issue de recherches de l'Université de Sherbrooke. Contrairement aux dispositifs haptiques offerts sur le marché, le T-Rex utilise la technologie d'actionneurs magnéto-rhéologiques développée par Exonetik. Cette technologie pourrait permettre d'atteindre les performances dynamiques et cinétiques nécessaires à la formation de chirurgiens. Ce projet de recherche présente l'analyse préliminaire du T-Rex d'Exonetik en tant que simulateur à réalité virtuelle d'interventions laparoscopiques. Un simulateur à réalité virtuelle d'interventions laparoscopiques utilisant le T-Rex d'Exonetik en tant qu'interface haptique a été conçu. Des critères de performances ont été établis à l'aide de la littérature pour faire une évaluation quantitative du système. Des simulations utilisant la méthode des éléments finis ont aussi été développées pour faire une évaluation qualitative du système auprès de résidents et de chirurgiens. L'évaluation quantitative du système démontre qu'il répond aux quatre critères cinématiques ainsi qu'à trois des quatre critères cinétiques. Les résultats démontrent donc que l'utilisation d'actionneurs magnéto-rhéologiques dans les simulateurs à réalité virtuelle d'interventions laparoscopiques a beaucoup de potentiel. Par contre, la friction dans le système se doit d'être adressée dans les itérations futures du système

    Use of virtual reality in the education of orthopaedic procedures : a randomised control study in early validation of a novel virtual reality simulator

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    Background Virtual reality (VR) simulation is a potential solution to the barriers surgical trainees are facing. There needs to be validation for its implementation within current training. We aimed to compare VR simulation to traditional methods in acquiring surgical skills for a TFN-ADVANCED™ Proximal Femoral Nailing System (TFNA; DePuy Synthes, Auckland, New Zealand) femoral nailing system. Methods Thirty-one surgical trainees were randomised to two groups: traditional-training group (control group) and a VR-training group (intervention group) for insertion of a short cephalomedullary TFNA nail. Both groups then inserted the same TFNA system into saw-bone femurs. Surveys evaluated validity of the relevant activities, perception of simulation, confidence, stress and anxiety. The primary outcomes were tip-apex distance (TAD) and user anxiety/confidence levels. Secondary outcomes included number of screw- and nail-guidewire insertion attempts, the time taken to complete and user validity of the VR system. Results There was no statistical difference in TAD between the intervention and control groups (9mm vs 15mm, p=0.0734). The only TAD at risk of cut-out was in the control group (25mm). There was no statistical difference in time taken (2547.5ss vs 2395ss, p=0.668), nail guide-wire attempts (two for both groups, p=0.355) and screw guide-wire attempts (one for both groups, p=0.702). The control group versus intervention had higher anxiety levels (50% vs 33%) and had lower confidence (61% vs 84%). Interpretation There was no objective difference in performance on a saw-bone model between groups. However, this VR simulator resulted in more confidence and lower anxiety levels whilst performing a simulated TFNA. Whilst further studies with larger sample sizes and exploration of transfer validity to the operating theatre are required, this study does indicate potential benefits of VR within surgical training

    Surgical Subtask Automation for Intraluminal Procedures using Deep Reinforcement Learning

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    Intraluminal procedures have opened up a new sub-field of minimally invasive surgery that use flexible instruments to navigate through complex luminal structures of the body, resulting in reduced invasiveness and improved patient benefits. One of the major challenges in this field is the accurate and precise control of the instrument inside the human body. Robotics has emerged as a promising solution to this problem. However, to achieve successful robotic intraluminal interventions, the control of the instrument needs to be automated to a large extent. The thesis first examines the state-of-the-art in intraluminal surgical robotics and identifies the key challenges in this field, which include the need for safe and effective tool manipulation, and the ability to adapt to unexpected changes in the luminal environment. To address these challenges, the thesis proposes several levels of autonomy that enable the robotic system to perform individual subtasks autonomously, while still allowing the surgeon to retain overall control of the procedure. The approach facilitates the development of specialized algorithms such as Deep Reinforcement Learning (DRL) for subtasks like navigation and tissue manipulation to produce robust surgical gestures. Additionally, the thesis proposes a safety framework that provides formal guarantees to prevent risky actions. The presented approaches are evaluated through a series of experiments using simulation and robotic platforms. The experiments demonstrate that subtask automation can improve the accuracy and efficiency of tool positioning and tissue manipulation, while also reducing the cognitive load on the surgeon. The results of this research have the potential to improve the reliability and safety of intraluminal surgical interventions, ultimately leading to better outcomes for patients and surgeons

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    Design and Development of LapBot: An Interactive Mobile Game for Mastering Safe Laparoscopic Cholecystectomy

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    Major bile duct injuries during laparoscopic cholecystectomy (LC) are a significant source of morbidity, mortality, disability, and healthcare costs. These injuries are primarily due to errors in surgical judgment and visual misperception of critical anatomy and tissue planes. To facilitate learning of safe LC we designed and developed LapBot Safe Chole, a novel mobile game integrating artificial intelligence (AI) feedback to enhance intraoperative decision-making during LC training. LapBot Safe Chole offers an engaging learning experience through short video clips of LC scenarios. Users identify optimal dissection zones, with real-time AI-generated annotations delivering accuracy scores and immediate feedback. The game comprises five progressively challenging levels aligned with the Parkland grading scale. Progression to the next level necessitates over 50% accuracy across five consecutive responses. Beta-testing (n = 22) results indicate improvement in game scores with each round, with attendings and senior trainees reaching top-scores earlier than junior residents per level. Our testing also showed that candidates can be distinguished by their learning curves and learning progression which can facilitate a competency-based curriculum. A statistically significant correlation (p=0.003) between user experience and score was observed. Furthermore, user feedback highlighted the game’s ease of use (80% agreement) and its effectiveness in making learning enjoyable (100% agreement). LapBot Safe Chole introduces and reinforces safe LC principles through an easily accessible and free gaming platform. Positive beta-testing outcomes suggest its potential adoption among surgical trainees. Future directions involve broader validation

    Übertragbarkeit von laparoskopischen Fertigkeiten unter Einsatz eines Simulators für virtuelle Realität

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    Hintergrund: Die Simulation wichtiger Handgriffe und Techniken in der Chirurgie wurde bereits seit der Antike praktiziert. Pflanzen, Menschen- und Tierkadaver, Puppen sowie Phantome haben seit Jahrhunderten diesem Zweck gedient. Das 21. Jahrhundert ist jedoch von virtueller Realität geprägt und es gibt viele technische Neuerungen in der Chirurgie. Erste virtuelle Simulationsmöglichkeiten tauchten auf dem Markt bereits im 20. Jahrhundert auf. Zuerst nur schwarzweiß, rudimentär und nur andeutungsweise einer echten Situation im OP-Saal ähnlich, überzeugen die heutigen Simulatoren durch schnelle Prozessoren, qualitative graphische Darstellung und haptisches Feedback. Der Simulator selbst wird zum Forschungsobjekt, endlich können in Simulationsbedingungen Fragestellungen untersucht werden, die bisher unter Operationsbedingungen weder ethisch vertretbar noch technisch möglich waren. Fragestellung: Zwischen 2016 und 2017 fand am VTG Klinikum des Universitätsklinikums der TU Dresden Carl Gustav Carus eine Studie am chirurgischen Simulator für virtuelle Realität statt. Die untersuchte Fragestellung war die Übertragbarkeit von Fertigkeiten zwischen zwei laparoskopischen Operationen: Appendektomie und Cholezystektomie. Material und Methode: Es wurden 44 Studierende aus dem 3. bis 6. Studienjahr rekrutiert und in zwei Gruppen rand-omisiert. Beide Gruppen übten zunächst die Basisübungen bis bestimmte Leistungskriterien erfüllt wurden. Danach haben Probanden der ersten Gruppe die virtuelle Appendektomie und im Anschluss die virtuelle Cholezystektomie trainiert. Die zweite Gruppe ging sofort zum Cholezystektomie Training über. In beiden Gruppen wurden zum Schluss jeweils drei Wiederholungen der kompletten Cholezystektomie absolviert. Verglichen wurden Geschwindigkeit, Sicherheitsparameter wie z. B. aufgetretene Komplikationen sowie Motorik-Parameter der Instrumente. Des Weiteren wurde der mögliche Einfluss von Schlafverhalten, Koffeinkonsum und Erfahrung mit Videospielen auf die Leistung am Simulator untersucht. Ergebnisse: In der statistischen Analyse zeigte die erste Gruppe eine signifikante Verbesserung der Moto-rik-Parameter wie Instrumentenbewegungen und -strecke. Andere Werte wie Geschwindigkeit und Sicherheitsparameter waren innerhalb der zwei Gruppen ähnlich. Zwischen Schlaf-verhalten, Koffeinkonsum und Erfahrung mit Videospielen und der Leistung am Simulator konnte kein Zusammenhang festgestellt werden. Schlussfolgerungen: Die Studie ergab nur einen partiellen Übertragungseffekt zwischen laparoskopischer Appendektomie und Cholezystektomie. Die Gründe liegen in den jeweils unterschiedlichen Schlüsselmomenten, die die Beherrschung prozedurspezifischer Techniken erfordern. Diese müssen für jede Prozedur separat geübt werden. Die Verbesserung der feinmotorischen Fähigkeiten spricht jedoch dafür, dass eine Übertragung der Fertigkeiten bis zu einem gewissen Grad dennoch stattfand und durch das Trainieren einer zusätzlichen Modalität Vorteile insbesondere in der Bewegungsökonomie gewonnen werden können.:Inhaltsverzeichnis 3 Abkürzungsverzeichnis 7 1. Einleitung 8 1.1 Einblick in die Geschichte der chirurgischen Simulation 8 1.2 Entwicklung chirurgischer Simulatoren 9 1.3 Einsatz der Laparoskopie-Simulatoren in der heutigen chirurgischen Ausbildung 11 1.4 Übertragbarkeit von Fähigkeiten in der minimal invasiven Chirurgie 13 1.5 Laparoskopische Appendektomie und Cholezystektomie 17 1.5.1 Laparoskopische Appendektomie 17 1.5.2 Laparoskopische Cholezystektomie 18 1.6 Sonstige Aspekte des Trainings 19 1.6.1 Kriterien-basiertes Training 19 1.6.2 Betreuerfeedback 19 1.6.3 Leistung unter Beobachtung 20 1.6.4 Leistung unter Simulationsbedingungen 20 1.6.5.1 Schlafdauer 20 1.6.5.2 Kaffeekonsum 21 1.6.5.3 Motivation 21 1.6.5.4 Erfahrung mit Videospielen 22 2. Materialen und Methoden 23 2.1 Fragestellung 23 2.2 Ablauf der MIC Studie 24 2.3. Probandenrekrutierung 25 2.4 Lap Mentor von Simbionix (3D Systems) 27 2.5 Trainingsprotokolle am VRT-Simulator 28 2.5.1 Organisatorische Aspekte 28 2.5.2 Leistungsfeedback am VRT-Simulator 28 2.5.3 Training der Basis-Fertigkeiten (Basic Skills Training) 29 2.5.3.1 Peg Transfer 31 2.5.3.2 Clipping and Grasping 32 2.5.3.3 Electrocautery 33 2.5.3.4 Cutting 34 2.5.3.5 Pattern Cutting: Training Gauze 35 2.5.4 Training der Appendektomie Prozedur 36 2.5.5 Training der Cholezystektomie Prozedur 39 2.5.6 Subjektiver Schwierigkeitsgrad 43 2.6 Statistische Auswertung 44 3. Ergebnisse 45 3.1. Zusammenfassung der Probandencharakteristiken 45 3.2 Alter und Geschlecht der Probanden 45 3.3 Fragebogen 46 3.3.1 Schlaf 46 3.3.2 Kaffeekonsum 48 3.3.3 Motivation 49 3.3.4 Erfahrung mit Videospielen 50 3.3.5 Einflussfaktoren auf das Basistraining 50 3.4 Allgemeine Ergebnisse des Trainings am VRT Simulator 51 3.5 Ergebnisse des Trainings der Basis-Fertigkeiten 52 3.5.1 Peg Transfer 52 3.5.2 Clipping and Grasping 53 3.5.3 Electrocautery 54 3.5.4 Cutting 55 3.5.5 Pattern Cutting (Test Gauze) 56 3.5.6 Subjektiver Schwierigkeitsgrad für die Basis-Übungen 57 3.5.7. Zeitbedarf für das Erreichen der Könner-Kriterien 59 3.6 Ergebnisse des Appendektomie Trainings 60 3.7 Ergebnisse der Cholezystektomie Komplettprozedur 61 3.7.1 Geschwindigkeit 61 3.7.2 Sicherheitskriterien 62 3.7.2.1 Anzahl lebensbedrohlicher Komplikationen 62 3.7.2.2 Sichere Kauterisation 63 3.7.2.3 Anzahl verlorener Clips 63 3.7.2.4 Anzahl der Leberperforationen 64 3.7.2.5 Anzahl nicht kauterisierter Blutungen 64 3.7.3 Effizienz Kriterien 64 3.7.3.1 Anzahl der Instrumentenbewegungen 64 3.7.3.2 Gesamtstrecke der Instrumente 65 3.7.4 Subjektiver Schwierigkeitsgrad für die Cholezystektomie 65 3.7.5 Zeit für Basis Training und Cholezystektomie Parameter 65 4. Diskussion 67 4.1 Der Begriff des Übertragungsphänomens in Sportwissenschaften und seine Anwendbarkeit auf die laparoskopischen Fertigkeiten 67 4.2 Übertragbarkeit von Fertigkeiten zwischen virtueller Appendektomie und Cholezystektomie und Vergleich mit anderen Studien 74 4.3 Exploration zweitrangiger Fragestellungen 78 4.4 Vergleich zentraler Tendenzen der Cholezystektomie-Parameter mit Hersteller-Kriterien und externen Studien 79 4.5 Schlussfolgerungen aus dem Training der Basis-Fertigkeiten 81 4.6 Schlussfolgerungen aus dem Appendektomie Training 82 4.7 Schlussfolgerungen aus dem Cholezystektomie Training 83 4.8 Empfehlungen für das Ausbildungscurriculum an einem VR Simulator 85 4.9 Vorschlag für das Anfängertraining an einem VRT Simulator 91 4.10 Limitierungen der Arbeit 92 4.11 Ausblick 93 5. Zusammenfassung 94 5.1 Summary 96 6. Literatur 98 6.1 Abbildungsverzeichnis 106 6.2 Tabellenverzeichnis 108 7. Anhang 109 7.1 Probandenrandomisierung 109 7.2 Probandeninformationsblatt 110 7.3 Einwilligungserklärung 112 7.4 Beispiel Teilnahmebescheinigung 114 7.5 Zusammenfassung der aufgetretenen Softwarefehler am Lap Mentor II 115 8. Danksagung 116 9. Eigenständigkeitserklärung 117 Anlage 1 118 Anlage 2 120Background: Simulation of important surgical procedures and techniques has been practiced since ancient times. Plants, human and animal cadavers, dolls and phantoms have served this purpose for hundreds of years. However, the 21st century is characterized by virtual reality and there are also many technical innovations in the field of surgery. The first virtual simulation possibilities appeared on the market in the 20th century. Initially only black and white, rudimentary and only suggestively similar to a real situation in the operating room, today's simulators convince with fast processors, qualitative graphical representation and haptic feedback. The simulator itself becomes an object of research. At last, questions can be investigated in simulation conditions that were previously neither ethically nor technically possible under operating conditions. Hypothesis: Between 2016 and 2017, at the VTG clinic of the Carl Gustav Carus University Hospital of the TU Dresden a study using a surgical simulator for virtual reality took place. The question investigated was the transferability of skills between two laparoscopic procedures: appendectomy and cholecystectomy. Methods: 44 students from the 3rd to 6th year of study were recruited and randomly divided into two groups. Both groups initially practiced the basic exercises until certain criteria were met. Afterwards, the first group practiced virtual appendectomy and then virtual cholecystectomy. The second group immediately moved on to cholecystectomy training. In both groups, three repetitions of the complete cholecystectomy were completed in the end. Speed, safety parameters such as complications that occurred and efficiency parameters of the instruments were compared. Furthermore, the possible influence of sleep behavior, caffeine consumption and experience with video games on simulator performance was investigated. Results: In the statistical analysis, the first group showed a significant reduction in the efficiency parameters such as instrument movements and distance travelled. Other values like speed and safety parameters were similar within two groups. There was no correlation between sleep behavior, caffeine consumption and experience with video games and simulator performance. Conclusion: The study showed only a partial skill transfer between laparoscopic appendectomy and cholecystectomy. The reasons are the different key moments that require the mastery of procedure-specific techniques. These must be practiced separately for each procedure. However, the improvement of fine motor skills indicates, that by training an additional modality a skill transfer nevertheless took place to a certain degree and that advantages, especially in the economy of movement, were gained.:Inhaltsverzeichnis 3 Abkürzungsverzeichnis 7 1. Einleitung 8 1.1 Einblick in die Geschichte der chirurgischen Simulation 8 1.2 Entwicklung chirurgischer Simulatoren 9 1.3 Einsatz der Laparoskopie-Simulatoren in der heutigen chirurgischen Ausbildung 11 1.4 Übertragbarkeit von Fähigkeiten in der minimal invasiven Chirurgie 13 1.5 Laparoskopische Appendektomie und Cholezystektomie 17 1.5.1 Laparoskopische Appendektomie 17 1.5.2 Laparoskopische Cholezystektomie 18 1.6 Sonstige Aspekte des Trainings 19 1.6.1 Kriterien-basiertes Training 19 1.6.2 Betreuerfeedback 19 1.6.3 Leistung unter Beobachtung 20 1.6.4 Leistung unter Simulationsbedingungen 20 1.6.5.1 Schlafdauer 20 1.6.5.2 Kaffeekonsum 21 1.6.5.3 Motivation 21 1.6.5.4 Erfahrung mit Videospielen 22 2. Materialen und Methoden 23 2.1 Fragestellung 23 2.2 Ablauf der MIC Studie 24 2.3. Probandenrekrutierung 25 2.4 Lap Mentor von Simbionix (3D Systems) 27 2.5 Trainingsprotokolle am VRT-Simulator 28 2.5.1 Organisatorische Aspekte 28 2.5.2 Leistungsfeedback am VRT-Simulator 28 2.5.3 Training der Basis-Fertigkeiten (Basic Skills Training) 29 2.5.3.1 Peg Transfer 31 2.5.3.2 Clipping and Grasping 32 2.5.3.3 Electrocautery 33 2.5.3.4 Cutting 34 2.5.3.5 Pattern Cutting: Training Gauze 35 2.5.4 Training der Appendektomie Prozedur 36 2.5.5 Training der Cholezystektomie Prozedur 39 2.5.6 Subjektiver Schwierigkeitsgrad 43 2.6 Statistische Auswertung 44 3. Ergebnisse 45 3.1. Zusammenfassung der Probandencharakteristiken 45 3.2 Alter und Geschlecht der Probanden 45 3.3 Fragebogen 46 3.3.1 Schlaf 46 3.3.2 Kaffeekonsum 48 3.3.3 Motivation 49 3.3.4 Erfahrung mit Videospielen 50 3.3.5 Einflussfaktoren auf das Basistraining 50 3.4 Allgemeine Ergebnisse des Trainings am VRT Simulator 51 3.5 Ergebnisse des Trainings der Basis-Fertigkeiten 52 3.5.1 Peg Transfer 52 3.5.2 Clipping and Grasping 53 3.5.3 Electrocautery 54 3.5.4 Cutting 55 3.5.5 Pattern Cutting (Test Gauze) 56 3.5.6 Subjektiver Schwierigkeitsgrad für die Basis-Übungen 57 3.5.7. Zeitbedarf für das Erreichen der Könner-Kriterien 59 3.6 Ergebnisse des Appendektomie Trainings 60 3.7 Ergebnisse der Cholezystektomie Komplettprozedur 61 3.7.1 Geschwindigkeit 61 3.7.2 Sicherheitskriterien 62 3.7.2.1 Anzahl lebensbedrohlicher Komplikationen 62 3.7.2.2 Sichere Kauterisation 63 3.7.2.3 Anzahl verlorener Clips 63 3.7.2.4 Anzahl der Leberperforationen 64 3.7.2.5 Anzahl nicht kauterisierter Blutungen 64 3.7.3 Effizienz Kriterien 64 3.7.3.1 Anzahl der Instrumentenbewegungen 64 3.7.3.2 Gesamtstrecke der Instrumente 65 3.7.4 Subjektiver Schwierigkeitsgrad für die Cholezystektomie 65 3.7.5 Zeit für Basis Training und Cholezystektomie Parameter 65 4. Diskussion 67 4.1 Der Begriff des Übertragungsphänomens in Sportwissenschaften und seine Anwendbarkeit auf die laparoskopischen Fertigkeiten 67 4.2 Übertragbarkeit von Fertigkeiten zwischen virtueller Appendektomie und Cholezystektomie und Vergleich mit anderen Studien 74 4.3 Exploration zweitrangiger Fragestellungen 78 4.4 Vergleich zentraler Tendenzen der Cholezystektomie-Parameter mit Hersteller-Kriterien und externen Studien 79 4.5 Schlussfolgerungen aus dem Training der Basis-Fertigkeiten 81 4.6 Schlussfolgerungen aus dem Appendektomie Training 82 4.7 Schlussfolgerungen aus dem Cholezystektomie Training 83 4.8 Empfehlungen für das Ausbildungscurriculum an einem VR Simulator 85 4.9 Vorschlag für das Anfängertraining an einem VRT Simulator 91 4.10 Limitierungen der Arbeit 92 4.11 Ausblick 93 5. Zusammenfassung 94 5.1 Summary 96 6. Literatur 98 6.1 Abbildungsverzeichnis 106 6.2 Tabellenverzeichnis 108 7. Anhang 109 7.1 Probandenrandomisierung 109 7.2 Probandeninformationsblatt 110 7.3 Einwilligungserklärung 112 7.4 Beispiel Teilnahmebescheinigung 114 7.5 Zusammenfassung der aufgetretenen Softwarefehler am Lap Mentor II 115 8. Danksagung 116 9. Eigenständigkeitserklärung 117 Anlage 1 118 Anlage 2 12
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