HIGH FIDELITY POST-GRADUATE SURGICAL SIMULATION IN UNDERGRADUATE ANATOMY EDUCATION: A PROSPECTIVE CONTROLLED STUDY USING A NOVEL STANDARDISATION TECHNIQUE AND THE VOXELMAN SURGERY SIMULATOR

Objective:
To prospectively study the effect of a non-interactive temporal bone anatomy module and an interactive surgical-simulator (Voxelman) temporal bone anatomy module on undergraduate knowledge acquisition

Context:
Virtual reality surgical simulation is an emerging tool for teaching surgical anatomy and surgical skills. Its application for teaching undergraduate temporal bone anatomy has not been reported.

Study Design:
Prospective cohort-controlled trial

Methods:
Two temporal bone anatomy modules were created. The teaching content was designed to be identical, with the only difference between the modules the interactivity afforded by the simulator. Hence the teaching contact was standardised across both groups. The module lasted 1 hour. One was interactive and simulation-based and the other was a self-directed PowerPoint tutorial. Twenty-eight 3rd year Imperial College London medical undergraduate medical students were recruited and randomly allocated to each group. Pre-and-Post module knowledge, confidence and satisfaction scores were measured.

Results:
Both groups were similarly matched in baseline knowledge. The knowledge improvement in the simulator and PowerPoint groups was 33.97% (p<.001) and 33.64% (p<.001), respectively. The confidence score improvement was 3.19/10 (p<.001) and 3.3/10 (p<.001), respectively. There was no difference in satisfaction scores (86.9% vs 91%, p=.758). 100% of students found the modules enjoyable. 93% of the simulator group would recommend it to a colleague compared to 82% in the control group. There were positive Pearson’s bivariate correlations between satisfaction and post-module confidence, and between pre-module and post-module knowledge scores.

Conclusion:
Virtual reality simulation represents a useful adjunct for undergraduate anatomy education that leads to high user satisfaction. A self-directed teaching module produced similar improvements in knowledge gain. Correlation studies may indicate a role for simulation in anatomy education following non-interactive learning.