Comparing the impact of surgical expert versus non‐ophthalmologist instructors on virtual‐reality surgical performance: A randomized controlled trial

Purpose To compare Manual Small Incision Cataract Surgery (MSICS) microsurgical performance in course participants who received virtual reality simulation‐based training by either a surgical expert or a non‐ophthalmologist instructor. Setting Copenhagen Academy for Medical Education and Simulation,...

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Bibliographic Details
Published in:Acta ophthalmologica (Oxford, England) England), 2024-12, Vol.102 (8), p.906-913
Main Authors: Boberg‐Ans, Lars Christian, Hutter, Daniel Ethan, La Cour, Morten, Konge, Lars, Le, Anton, Vangsted, Andreas, Thomsen, Ann Sofia Skou
Format: Article
Language:English
Subjects:
Adult
blindness
cataract
Cataract Extraction - education
Cataract Extraction - methods
Cataracts
Clinical Competence
Clinical trials
Computer applications
Education, Medical, Graduate - methods
Educational Measurement
Female
HelpMeSee
Humans
Internship and Residency - methods
Male
Microsurgery - education
Microsurgery - methods
MSICS
near‐peer teaching
Ophthalmologists - education
Ophthalmology - education
Peer tutoring
Simulation
Simulation Training - methods
simulation‐based training
Teaching
Virtual Reality
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Summary:Purpose To compare Manual Small Incision Cataract Surgery (MSICS) microsurgical performance in course participants who received virtual reality simulation‐based training by either a surgical expert or a non‐ophthalmologist instructor. Setting Copenhagen Academy for Medical Education and Simulation, Copenhagen, Denmark. Design Randomized controlled trial. Methods Residents and specialists in ophthalmology with no prior MSICS experience were included to receive virtual reality simulation training in MSICS using the HelpMeSee simulator. The participants were randomly allocated to receive training from either an experienced MSICS surgeon or a non‐ophthalmologist, also known as near‐peer teaching. The performances of the participants were evaluated at baseline and post‐training using a MSICS proficiency‐based test with evidence of validity. Results Thirty participants were included in the study and 29 completed the course. There was no significant difference in final test score between the two groups (p = 0.13). The performance score of both groups of participants increased significantly after receiving the training (p 
ISSN:1755-375X
1755-3768
1755-3768
DOI:10.1111/aos.16719