Assessing Immersive Virtual Reality as Learning Tool for Surgical Trainees

Background and Objectives: As the availability of consumer-level virtual reality (VR) technology increases, an opportunity to enhance surgical education emerges. This study sought to evaluate the performance of immersive VR (iVR) against standard 2-dimensional (2D) training videos, vis-& agrave;-vis procedure knowledge, procedural confidence, and first-time hands-on performance, along with assessment of the user experience with iVR. Methods: Participants na & iuml;ve to the procedure for insertion of a central venous catheter underwent baseline assessment of their knowledge and confidence related to that procedure. They were then randomly assigned, in a 1:1:1 fashion, to 1 of 3 formats of a central line training video; standard 2D, desktop VR and iVR. Participants completed a postintervention knowledge and confidence assessment, as well as alive, hands-on simulation of the procedure. The simulation was scored by 2 blinded observers. Participants were also asked about their subjective experience with VR. Results: Forty-three participants completed the full study protocol. With regard to knowledge and confidence assessment, using an immersive format was deemed more engaging by all participants, and did not negatively impact knowledge acquisition or procedural confidence. There was a trend toward significantly higher performance on hands-on simulation for participants training using an iVR format (P 5 .054). Conclusions: iVR is a useful adjunct in procedural training. It is well-tolerated by users and more engaging than 2D video. It may improve hands-on skills acquisition without negatively impacting knowledge acquisition or artificially inflating procedural confidence. Larger scale studies are needed to assess this technology more thoroughly.