Objective: The purpose of this study was to investigate whether individualized deliberate practice on a virtual reality (VR) simulator results in improved technical performance in the operating room.
Background: Training on VR simulators has been shown to improve technical performance in the operating room (OR). Currently described VR curricula consist of trainees practicing the same tasks until expert proficiency is reached. It has yet to be investigated whether the individualized deliberate practice, where curricula tasks vary depending on prior levels of technical proficiency, would translate into the OR.
Methods: This single-blinded prospective trial randomized 16 novice surgical residents to a deliberate practice (DP) group and a conventional residency training group. Both groups performed a laparoscopic cholecystectomy in the OR that was video-recorded. Technical performance of DP group residents in the OR was assessed using 3 validated assessment tools. A score of less than 60% on any component of the assessment tool resulted in the trainee practicing a specific task on the VR simulator. The DP group practiced on the simulator as per their individualized schedule. Both groups then performed another laparoscopic cholecystectomy. A blinded expert assessed the OR recordings using a validated global rating scale.
Results: Although both groups had similar technical abilities preintervention [DP: median score, 13.5 (9.3–15.0); control: median score, 14.5 (9.3–17.8); P = 0.45], the DP residents had a superior technical performance postintervention [DP: median score, 17.0 (15.3–18.5); control: median score, 12.5 (7.5–14.0); P = 0.03]. Of 8 DP residents, 6 practiced 5 basic VR tasks (median 1 trial to pass), and 7 of 8 practiced 2 advanced tasks (median 4 trials to pass).
Conclusions: A curriculum of deliberate individualized practice on a VR simulator improves technical performance in the OR. This has implications to greatly improve the feasibility of implementing simulation-based curricula in residency training programs, rather then having them being limited to research protocols.
Currently described simulation-based curricula consist of trainees practicing the same tasks until expert proficiency is reached. It has yet to be investigated whether the individualized deliberate practice, where curricula tasks vary depending on prior levels of technical proficiency, would translate into the operating room. This randomized controlled trial effectively demonstrates that deliberate practice on a virtual reality simulator results in an improvement in technical skills in a real clinical situation.
*Department of Surgery, University of Toronto; and
†Department of Surgery, St. Michael's Hospital, University of Toronto, Ontario, Canada.
Reprints: Vanessa N. Palter, MD, PhD, University of Toronto, 600 University Ave, Rm. 440, Toronto, Ontario M5G 1×5, Canada. E-mail: firstname.lastname@example.org.
Disclosure: Supported (Dr Palter) by the Royal College of Physicians and Surgeons of Canada Medical Education Research Grant. The authors declare no conflicts of interest.