Clinical Research Directory

Virtual Reality-Based Simulation Training for Antegrade Anterior Column Acetabular Screw Placement in Orthopedic Residents

The goal of this study is to find out if virtual reality (VR) training helps orthopedic residents improve their skills in placing screws in the pelvic bone. The study will also compare VR training with standard training to see which method is more effective and easier to use. The main questions it aims to answer are: Does VR training improve performance compared to standard training? Does VR training help reduce procedure time and X-ray use? Do participants prefer VR training? Researchers will compare VR training with standard training using a crossover design, where all participants receive both types of training. Participants will: Take part in both VR and standard training sessions Practice the procedure on a bone model Be evaluated by experts on their performance Complete a satisfaction questionnaire

Virtual Reality as a Tool for Training Public Speaking Skills in Higher Education Students

According to the scientific literature, public speaking (PS) is an important skill for students to master. However, a large proportion of students do not feel comfortable speaking in public. PS anxiety impacts oral communication (i.e., voice and fluency). These changes can affect speaker's academic and professional success, as well as his credibility. Performing a high-quality PPP with confidence is therefore rarely an innate skill, but fortunately it can be trained and improved. Therefore, training PS skills in representative settings is crucial but often challenging for PS professionals (e.g., speech therapists, vocologists, coaches). This project examines how oral communication skills training including simulations in virtual reality (VR) supports the acquisition of effective oral PS skills. Using acoustic analyses, outcomes from participants in the intervention group (N = 40) will be compared with those of a wait-list control group (N = 40) to determine whether significant differences emerge in filled pauses, speech rate, and vocal intonation during PS. Changes in PS self-efficacy will also be assessed. Regarding secondary outcomes, the study will evaluate changes in self-reported and physiological PS anxiety, as well as self-reported confidence as a speaker. Finally, self-perceived vocal effort during PS will be examined.

RA Anatomy - VRvST Study

Primary Objective: Score out of 44 on a validated test of anatomy and sono-anatomy Secondary Objective: Before training * Handedness (Edinburgh Handedness Inventory) * Subjective sleepiness (Karolinska scale) * Motor reaction time (Psychomotor Vigilance test) * Attention control (Anti-Saccade test) * Mental rotation (Mental Rotation Task) * Depression Anxiety, Stress (DASS score) * Visual Search Task (Divided Attention) * Knowledge pretraining After training and testing * Knowledge after training session * Acceptability: Client Satisfaction Questionnaire (CSQ-8) * Usability: CyberSickness in Virtual Reality Questionnaire (CSQ-VR) * Immersion: Witmer and Singer Presence Questionnaire * Subjective workload (NASA - TLX scale) * Cognitive Demand Battery (CBD) * Resource use: Calculation of cost differences between learning Modalities Study population: Resident anaesthetists Recruitment Target: 102 Methodology: This is a non-clinical randomised controlled trial of resident anaesthetists undergoing training in regional anaesthesia. Residents will be randomised to one of two groups for each training session day: * Standard anatomical training (Group A) * Virtual reality based anatomical training. (Group B) Then followed by another training day session and participants will enter either standard or VR teaching depending on the previous allocation: * Standard anatomical training (Group B) * Virtual reality based anatomical training. (Group A) Anatomical knowledge will be tested in both groups using an on-line questionnaire developed by the Chief Investigator. Eligibility criteria: Inclusion criteria: 1. Anaesthetists that are residents in a recognised Royal College of Anaesthetists (RCoA) training program 2. Anaesthetic training grades (Stage 1 - 3). Exclusion criteria: 1. Visual impairment (this does not include wearing glasses/contact lenses) 2. History of severe diseases affecting physical motion or balance 3. History of any drugs that may affect physical motion or balance within 12 hours of the intervention 4. Pregnancy 5. Individuals who had consumed alcohol within 24 h of the intervention. 6. Resident doctors not in a recognised RCOA training program e.g. Staff grade anaesthetists. Study treatment: Standard teaching - control Virtual reality teaching - intervention

Comparing Virtual Reality Simulation to High Fidelity Simulation as an Educational Modality for Electroconvulsive Therapy Training: A Non-Inferiority Study

The goal of this prospective, open-label non-inferiority randomized controlled trial is to investigate if Virtual Reality (VR) based simulation are an effective training tool for novice medical trainees. The main questions it aims to answer are: * Is the VR-based electroconvulsive therapy (ECT) training program non-inferior to traditional, mannequin-based ECT training programs in fostering ECT skill acquisition? * What are the changes in confidence in administering ECT, as well as number of training repetitions completed in the VR and mannequin training groups? * What is the ease of use of the VR-based ECT training program? Researchers will compare the VR-based ECT training program to a mannequin-based ECT training program to see if the VR-based ECT training program is comparable to traditional methods at training for ECT. Participants will: * Complete an ECT skills assessment at the beginning and end of the study session. * Watch a 30-minute didactic ECT lecture video. * Be randomized to either the VR ECT simulation group or the mannequin ECT simulation group and be given 30 minutes to practice ECT administration with their assigned education tool.

Immersive Virtual Reality Simulation-Effects of Self-Guided Versus Facilitator-Guided Debriefing

The goal of this clinical trial is to find out whether self-guided and facilitator-guided virtual reality (VR) simulations are equally effective in helping medical students learn how to manage and treat critically ill children. The study will also investigate how medical students feel about the two training methods and examine how many experience cybersickness. The main questions it aims to answer are: * Does self-guided VR simulation work as well as facilitator-guided VR simulation in teaching medical students how to manage critically ill children? * How do medical students experience the ease of use, workload, reflection on learning, and motivation in each training method? * How many students experience cybersickness? To answer these questions, researchers will compare the two training methods to evaluate if self-guided VR simulation is an effective way to teach medical students how to manage critically ill children. Participants will: * Work through three VR cases to practice managing critically ill children in a safe environment. * Be tested before and after the VR simulation to assess changes in their skills managing critically ill children. * Complete surveys about their experience of the VR simulation, the training sessions, and any cybersickness symptoms they might have.

The Impact of Immersive Virtual Reality Training in Thyroid Surgery

Up to this date, there have been no reports on virtual reality (VR) training in thyroid surgery. The purpose of this study is to determine the impact of VR training in residents' education. Investigators intend to include general surgery residents in the trial, subgrouped in a VR training group and another one with traditional learning, utilizing a technical textbook as a control. For the purpose of this study, a commercial available VR mask will be given for training in the VR group. Randomization will be used to secure balance in the distribution of residents according to their experience. The task which will be examined include surgical steps from neck incision up to the placement of the C-IONM electrode and will be evaluated by a blinded FEBS certified endocrine surgeon in the operating theatre. Training superiority will be assessed by the outcome measures of Objective Structured Assessment of Technical Skills (OSATS) score, need for the main surgeon to intervene (NTI), verbal answers and time to task completion. Participants will complete questionnaires regarding satisfaction of the whole educational process.