Do experts practice what they profess?

We investigated the variation of drilled regions of expert and trainee surgeons performing virtual temporal bone surgery to identify their compliance with standard drilling procedures. To this end, we recruited seven expert and six trainee ENT surgeons, who were asked to perform the surgical preparations for cochlear implantation on a virtual temporal bone. The temporal bone was divided into six regions using a semi-automated approach.

Comparison of Experts and Residents Performing a Complex Procedure in a Temporal Bone Surgery Simulator.

Objective: To investigate the use of automated metrics from a virtual reality (VR) temporal bone surgery simulator to determine how the performance of experts and trainees differs when performing a complex otological procedure (mastoidectomy with posterior tympanotomy and cochleostomy).

Study Design: Cohort study.

Methods: Using the University of Melbourne VR temporal bone surgery simulator, seven ENT consultants and seven ENT residents performed two trials of the surgical approach to cochlear implantation on a virtual temporal bone.

Supporting skill acquisition in cochlear implant surgery through virtual reality simulation.

Objectives: To evaluate the effectiveness of a virtual reality (VR) temporal bone simulator in training cochlear implant surgery.

Methods: We compared the performance of 12 otolaryngology registrars conducting simulated cochlear implant surgery before (pre-test) and after (post-tests) receiving training on a VR temporal bone surgery simulator with automated performance feedback. The post-test tasks were two temporal bones, one that was a mirror image of the temporal bone used as a pre-test and the other, a novel temporal bone.

Virtual reality training for improving the skills needed for performing surgery of the ear, nose or throat.

Background: Virtual reality simulation uses computer-generated imagery to present a simulated training environment for learners. This review seeks to examine whether there is evidence to support the introduction of virtual reality surgical simulation into ear, nose and throat surgical training programmes.

Objectives: 1.

Correlations of External Landmarks With Internal Structures of the Temporal Bone.

Hypothesis: The internal anatomy of a temporal bone could be inferred from external landmarks.

Background: Mastoid surgery is an important skill that ENT surgeons need to acquire. Surgeons commonly use CT scans as a guide to understanding anatomical variations before surgery.

Developing effective automated feedback in temporal bone surgery simulation.

Objective: We aim to test the effectiveness, accuracy, and usefulness of an automated feedback system in facilitating skill acquisition in virtual reality surgery.

Study Design: We evaluate the performance of the feedback system through a randomized controlled trial of 24 students allocated to feedback and nonfeedback groups.

Setting: The feedback system was based on the Melbourne University temporal bone surgery simulator.

The construct validity and reliability of an assessment tool for competency in cochlear implant surgery.

Introduction: We introduce a rating tool that objectively evaluates the skills of surgical trainees performing cochlear implant surgery.

Methods: Seven residents and seven experts performed cochlear implant surgery sessions from mastoidectomy to cochleostomy on a standardized virtual reality temporal bone. A total of twenty-eight assessment videos were recorded and two consultant otolaryngologists evaluated the performance of each participant using these videos.

A temporal bone surgery simulator with real-time feedback for surgical training.

Timely feedback on surgical technique is an important aspect of surgical skill training in any learning environment, be it virtual or otherwise. Feedback on technique should be provided in real-time to allow trainees to recognize and amend their errors as they occur. Expert surgeons have typically carried out this task, but they have limited time available to spend with trainees.

The effect of fidelity: how expert behavior changes in a virtual reality environment.

Objectives/hypothesis: We compare the behavior of expert surgeons operating on the "gold standard" of simulation-the cadaveric temporal bone-against a high-fidelity virtual reality (VR) simulation. We aim to determine whether expert behavior changes within the virtual environment and to understand how the fidelity of simulation affects users' behavior.

Study Design And Methods: Five expert otologists performed cortical mastoidectomy and cochleostomy on a human cadaveric temporal bone and a VR temporal bone simulator.

Constructive real time feedback for a temporal bone simulator.

As demands on surgical training efficiency increase, there is a stronger need for computer assisted surgical training systems. The ability to provide automated performance feedback and assessment is a critical aspect of such systems. The development of feedback and assessment models will allow the use of surgical simulators as self-guided training systems that act like expert trainers and guide trainees towards improved performance.

Improving temporal bone dissection using self-directed virtual reality simulation: results of a randomized blinded control trial.

Objective: A significant benefit of virtual reality (VR) simulation is the ability to provide self-direct learning for trainees. This study aims to determine whether there are any differences in performance of cadaver temporal bone dissections between novices who received traditional teaching methods and those who received unsupervised self-directed learning in a VR temporal bone simulator.

Study Design: Randomized blinded control trial.

Can virtual reality simulator be used as a training aid to improve cadaver temporal bone dissection? Results of a randomized blinded control trial.

Objectives/hypothesis: This study aims to determine whether there are improved performances in cadaver temporal bone dissection after training using a VR simulator as a teaching aid compared with traditional training methods

Study Design: Randomized control trial.

Methods: Twenty participants with minimal temporal bone experience were recruited for this randomized control trial. After receiving the same didactic teaching they were randomized into two groups.

Medical students' use of Facebook to support learning: insights from four case studies.

Background: Recent research indicates that university students are interested and active in supporting their learning by using Facebook, a popular social networking website.

Aim: This study aimed to add to our understanding of how or how effectively students may be using Facebook for this purpose.

Method: Researchers surveyed the extent and key features of Facebook use among 759 medical students at one university, and explored in depth the design and conduct of four Facebook study groups.

Differentiating levels of surgical experience on a virtual reality temporal bone simulator.

Objective: Virtual reality simulation is increasingly being incorporated into surgical training and may have a role in temporal bone surgical education. Here we test whether metrics generated by a virtual reality surgical simulation can differentiate between three levels of experience, namely novices, otolaryngology residents, and experienced qualified surgeons.

Study Design: Cohort study.

Validation of a networked virtual reality simulation of temporal bone surgery.

Objectives: To assess the content validity and concurrent validity of a haptically (force feedback) rendered, virtual reality simulation of temporal bone surgery.

Methods: Eleven naive surgical trainees were given a 1-hour lesson on the operation, cortical mastoidectomy, in the virtual environment with the trainer on a networked simulator and then asked to perform this procedure on a real temporal bone.

Results: The simulator was found to be a convincing representation of temporal bone drilling and could be said to exhibit face validity.

'Net Generation' medical students: technological experiences of pre-clinical and clinical students.

Background: While institutions have been keen to integrate information and communication technologies into medical education, little is known about the technological experiences of the current cohort of so-called 'Net Generation' students.

Aims: This study investigated the technological experiences of medical students and determined whether there were differences between pre-clinical and clinical students.

Method: In 2006, 207 pre-clinical and 161 clinical students studying medicine at a major Australian university were surveyed.