ImaGiNe Seldinger: first simulator for Seldinger technique and angiography training

A novel catheter interaction simulating method for virtual reality interventional training systems

Endovascular robotic systems have been applied in robot-assisted interventional surgery to improve surgical safety and reduce radiation to surgeons. However, this surgery requires surgeons to be highly skilled at operating vascular interventional surgical robot. Virtual reality (VR) interventional training systems for robot-assisted interventional surgical training have many advantages over traditional training methods. For virtual interventional radiology, simulation of the behaviors of surgical tools (here mainly refers to catheter and guidewire) is a challenging work. In this paper, we developed a novel virtual reality interventional training system. This system is an extension of the endovascular robotic system. Because the master side of this system can be used for both the endovascular robotic system and the VR interventional training system, the proposed system improves training and reduces the cost of education. Moreover, we proposed a novel method to solve catheterization modeling during the interventional simulation. Our method discretizes the catheter by the collision points. The catheter between two adjacent collision points is treated as thin torsion-free elastic rods. The deformation of the rod is mainly affected by the force applied at the collision points. Meanwhile, the virtual contact force is determined by the collision points. This simplification makes the model more stable and reduces the computational complexity, and the behavior of the surgical tools can be approximated. Therefore, we realized the catheter interaction simulation and virtual force feedback for the proposed VR interventional training system. The performance of our method is experimentally validated.

An Infant Phantom for Pediatric Pericardial Access and Electrophysiology Training

Background

Cardiac procedures in infants and children require a high level of skill and dexterity owing to small stature and anatomy. Lower incidence of procedure volume in this population results in fewer clinical opportunities for learning. Simulators have grown in popularity for education and training, though most existing simulators are often cost-prohibitive or model adult anatomy.

Objective

Develop a low-cost simulator for practicing the skills to perform percutaneous pericardial access and cardiac ablation procedures in pediatric patients.

Methods

We describe 2 simulators for practicing cardiac procedures in pediatric patients, with a total cost of less than $500. Both simulators are housed within an infant-size doll. The first simulator is composed of an infant-size heart and a skin-like covering to practice percutaneous pericardial access to the heart. Participants obtained sheath access to the heart under direct visualization. The second simulator houses a child-size heart with 7 touch-activated targets to practice manipulating a catheter through a small heart. This can be performed under direct visualization and with 3-dimensional mapping via CARTO. Participants manipulated a catheter to map the heart by touching the 6 positive targets, avoiding the negative target.

Results

Physicians-in-training improved their time to complete the task between the first and second attempts. Physicians experienced with the tools took less time to complete the task than physicians-in-training.

Conclusion

This inexpensive simulator is anatomically realistic and can be used to practice manipulating procedure tools and develop competency for pediatric cardiac procedures.

Simulation Training Methods in Neurological Surgery

Simulation training plays a paramount role in medicine, especially when it comes to mastering surgical skills. By simulating, students gain not only confidence, but expertise, learning to apply theory in a safe environment. As the technological arsenal improved, virtual reality and physical simulators have developed and are now an important part of the Neurosurgery training curriculum. Based on deliberate practice in a controlled space, simulation allows psychomotor skills augment without putting neither patients nor students at risk. When compared to the master-apprentice ongoing model of teaching, simutation becomes even more appealing as it is time-efficient, shortening the learning curve and ultimately leading to error reduction, which is reflected by diminished health care costs in the long run. In this chapter we will discuss the current state of neurosurgery simulation, highlight the potential benefits of this approach, assessing specific training methods and making considerations towards the future of neurosurgical simulation.

The Implementation and Validation of a Virtual Environment for Training Powered Wheelchair Manoeuvres

Navigating a powered wheelchair and avoiding collisions is often a daunting task for new wheelchair users. It takes time and practice to gain the coordination needed to become a competent driver and this can be even more of a challenge for someone with a disability. We present a cost-effective virtual reality (VR) application that takes advantage of consumer level VR hardware. The system can be easily deployed in an assessment centre or for home use, and does not depend on a specialized high-end virtual environment such as a Powerwall or CAVE. This paper reviews previous work that has used virtual environments technology for training tasks, particularly wheelchair simulation. We then describe the implementation of our own system and the first validation study carried out using thirty three able bodied volunteers. The study results indicate that at a significance level of 5 percent then there is an improvement in driving skills from the use of our VR system. We thus have the potential to develop the competency of a wheelchair user whilst avoiding the risks inherent to training in the real world. However, the occurrence of cybersickness is a particular problem in this application that will need to be addressed.

Review of Simulation Training in Interventional Radiology

Simulation training has evolved and is now able to offer numerous training opportunities to supplement the practice of and overcome some of the shortcomings of the traditional Master-Apprentice model currently used in medical training. Simulation training provides new opportunities to practice skills used in clinical procedures, crisis management scenarios, and everyday clinical practice in a risk-free environment. Procedural and nonprocedural skills used in interventional radiology can be taught with the use of simulation devices and technologies. This review will inform the reader of which clinical skills can be trained with simulation, the types of commercially available simulators and their educational validity, and the assessment tools used to evaluate simulation training.

Navigation of guidewires and catheters in the body during intervention procedures: a review of computer-based models

Guidewires and catheters are used during minimally invasive interventional procedures to traverse in vascular system and access the desired position. Computer models are increasingly being used to predict the behavior of these instruments. This information can be used to choose the right instrument for each case and increase the success rate of the procedure. Moreover, a designer can test the performance of instruments before the manufacturing phase. A precise model of the instrument is also useful for a training simulator. Therefore, to identify the strengths and weaknesses of different approaches used to model guidewires and catheters, a literature review of the existing techniques has been performed. The literature search was carried out in Google Scholar and Web of Science and limited to English for the period 1960 to 2017. For a computer model to be used in practice, it should be sufficiently realistic and, for some applications, real time. Therefore, we compared different modeling techniques with regard to these requirements, and the purposes of these models are reviewed. Important factors that influence the interaction between the instruments and the vascular wall are discussed. Finally, different ways used to evaluate and validate the models are described. We classified the developed models based on their formulation into finite-element method (FEM), mass-spring model (MSM), and rigid multibody links. Despite its numerical stability, FEM requires a very high computational effort. On the other hand, MSM is faster but there is a risk of numerical instability. The rigid multibody links method has a simple structure and is easy to implement. However, as the length of the instrument is increased, the model becomes slower. For the level of realism of the simulation, friction and collision were incorporated as the most influential forces applied to the instrument during the propagation within a vascular system. To evaluate the accuracy, most of the studies compared the simulation results with the outcome of physical experiments on a variety of phantom models, and only a limited number of studies have done face validity. Although a subset of the validated models is considered to be sufficiently accurate for the specific task for which they were developed and, therefore, are already being used in practice, these models are still under an ongoing development for improvement. Realism and computation time are two important requirements in catheter and guidewire modeling; however, the reviewed studies made a trade-off depending on the purpose of their model. Moreover, due to the complexity of the interaction with the vascular system, some assumptions have been made regarding the properties of both instruments and vascular system. Some validation studies have been reported but without a consistent experimental methodology.

Simulation based teaching in interventional radiology training: is it effective?

AIM

To establish the educational effectiveness of simulation teaching in interventional radiology training.

MATERIALS AND METHODS

Electronic databases (MEDLINE, ERIC, Embase, OvidSP, and Cochrane Library) were searched (January 2000 to May 2015). Studies specifically with educational outcomes conducted on radiologists were eligible. All forms of simulation in interventional training were included. Data were extracted based on the population, intervention, comparison, and outcome (PICO) model. Kirkpatrick's hierarchy was used to establish educational intervention effectiveness. The quality of studies was assessed using the Cochrane risk of bias tool.

RESULTS

Search resulted in 377 articles, of which 15 met the inclusion criteria. Thirteen of the 15 studies achieved level 2 of Kirkpatrick's hierarchy with only one reaching level 4. Statistically significant improvements in performance metrics as objective measures, demonstrating trainee competence were seen in 12/15 studies. Subjective improvements in confidence were noted in 13/15. Only one study demonstrated skills transferability and improvements in patient outcomes.

CONCLUSION

Results demonstrate the relevance of simulated training to current education models in improving trainee competence; however, this is limited to the simulated environment as there is a lack of literature investigating its predictive validity and the effect on patient outcomes. The requirement for further research in this field is highlighted. Simulation is thus currently only deemed useful as an adjunct to current training models with the potential to play an influential role in the future of the interventional radiology training curriculum.

Simulator Training in Interventional Cardiology

Simulator training in interventional cardiology is becoming a central part of early career acquisition of technical and non-technical skills. Its use is now mandated by national training organisations. Haptic simulators, part-task trainers, immersive environments and simulated patients can provide benchmarked, reproducible and safe opportunities for trainees to develop without exposing patients to the learning curve. However, whilst enthusiasm persists and trainee-centred evidence has been encouraging, simulation does not yet have a clear link to improved clinical outcomes. In this article we describe the range of simulation options, review the evidence for their efficacy in training and discuss the delivery of training in technical skills as well as human factor training and crisis resource management. We also review the future direction and barriers to the progression of simulation training.

Conventional Medical Education and the History of Simulation in Radiology

Simulation is a promising method for improving clinician performance, enhancing team training, increasing patient safety, and preventing errors. Training scenarios to enrich medical student and resident education, and apply toward competency assessment, recertification, and credentialing are important applications of simulation in radiology. This review will describe simulation training for procedural skills, interpretive and noninterpretive skills, team-based training and crisis management, professionalism and communication skills, as well as hybrid and in situ applications of simulation training. A brief overview of current simulation equipment and software and the barriers and strategies for implementation are described. Finally, methods of measuring competency and assessment are described, so that the interested reader can successfully implement simulation training into their practice.

Resident experience increases diagnostic rate of thyroid fine-needle aspiration biopsies

RATIONALE AND OBJECTIVES

The aim of this study was to determine whether the diagnostic yield of thyroid fine-needle aspirations (FNAs) changes over the course of residency training.

MATERIALS AND METHODS

We identified 5418 ultrasound-guided thyroid nodule FNAs performed in our radiology department from 2004 through 2012. For each FNA, we recorded if the FNA was performed by a resident and if so the name of the resident and supervising attending radiologist. For each resident, we determined the level of training based on their graduation year from our residency program and the date of the FNA as well as prior surgical training and if they completed subsequent interventional radiology fellowship. Pathology reports were reviewed, and FNAs were classified as diagnostic or nondiagnostic (ND). Generalized mixed models were used to assess ND rate with postgraduate years, including residents with and without prior surgical training or if they subsequently completed an interventional radiology fellowship.

RESULTS

Of the 5418 thyroid FNAs, 3164 (58.4%) were performed by a radiology resident under the direct supervision of an attending physician. There was a significant decrease in ND rate as postgraduate years increased (P < .05). A significant decrease in ND rate was found as postgraduate years increased for residents without prior surgical training (P = .0007) or subsequent training in interventional radiology (P = .0014); however, no significant decrease was found for residents with surgical training (P = .37) or completing an interventional radiology fellowship (P = .08). In addition, no significant difference was found for ND rate between postgraduate year 4 (PGY4) and PGY5 (P > .05).

CONCLUSIONS

ND thyroid FNA rates progressively decrease with training level, suggesting that early and continued participation in procedures throughout residency improves outcomes. This is particularly true for residents without prior surgical training or subsequent interventional radiology fellowship.

Hybrid simulation using mixed reality for interventional ultrasound imaging training

PURPOSE

Ultrasound (US) imaging offers advantages over other imaging modalities and has become the most widespread modality for many diagnostic and interventional procedures. However, traditional 2D US requires a long training period, especially to learn how to manipulate the probe. A hybrid interactive system based on mixed reality was designed, implemented and tested for hand-eye coordination training in diagnostic and interventional US.

METHODS

A hybrid simulator was developed integrating a physical US phantom and a software application with a 3D virtual scene. In this scene, a 3D model of the probe with its relative scan plane is coherently displayed with a 3D representation of the phantom internal structures. An evaluation study of the diagnostic module was performed by recruiting thirty-six novices and four experts. The performances of the hybrid (HG) versus physical (PG) simulator were compared. After the training session, each novice was required to visualize a particular target structure. The four experts completed a 5-point Likert scale questionnaire.

RESULTS

Seventy-eight percentage of the HG novices successfully visualized the target structure, whereas only 45% of the PG reached this goal. The mean scores from the questionnaires were 5.00 for usefulness, 4.25 for ease of use, 4.75 for 3D perception, and 3.25 for phantom realism.

CONCLUSIONS

The hybrid US training simulator provides ease of use and is effective as a hand-eye coordination teaching tool. Mixed reality can improve US probe manipulation training.

Evaluation of a haptics-based virtual reality temporal bone simulator for anatomy and surgery training

INTRODUCTION

Virtual reality simulation training may improve knowledge of anatomy and surgical skills. We evaluated a 3-dimensional, haptic, virtual reality temporal bone simulator for dissection training.

METHODS

The subjects were 7 otolaryngology residents (3 training sessions each) and 7 medical students (1 training session each). The virtual reality temporal bone simulation station included a computer with software that was linked to a force-feedback hand stylus, and the system recorded performance and collisions with vital anatomic structures. Subjects performed virtual reality dissections and completed questionnaires after the training sessions.

RESULTS

Residents and students had favorable responses to most questions of the technology acceptance model (TAM) questionnaire. The average TAM scores were above neutral for residents and medical students in all domains, and the average TAM score for residents was significantly higher for the usefulness domain and lower for the playful domain than students. The average satisfaction questionnaire for residents showed that residents had greater overall satisfaction with cadaver temporal bone dissection training than training with the virtual reality simulator or plastic temporal bone. For medical students, the average comprehension score was significantly increased from before to after training for all anatomic structures. Medical students had significantly more collisions with the dura than residents. The residents had similar mean performance scores after the first and third training sessions for all dissection procedures.

DISCUSSION

The virtual reality temporal bone simulator provided satisfactory training for otolaryngology residents and medical students.