The John D. Hughes Lectureship in Pediatric Cardiology presents: "Understanding the Role of Virtual Reality in medical training

Wednesday, September 11, 2019, 12:00 AM - Thursday, September 10, 2020, 12:00 AM

Pediatric Grand Rounds

1. Explain how VR can be used in medical training;
2. Define the term mental representation;
3. Discuss how mental representations relate to medicine; and
4. Apply deliberate practice to medical training.

In support of improving patient care, Indiana University School of Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Physicians

Indiana University School of Medicine designates this enduring activity for a maximum of 1.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

References for this presentation:

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 Ericsson KA Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004 Oct;79(10 Suppl):S70-81. 

Hadeed K, Acar P, Karsenty C. Cardiac 3D printing for better understanding of congenital heart disease. Arch Cardiovasc Dis. 2018 Jan;111(1):1-4. 

Yoo S-J, Spray T, Austin EH, Yun T-J, Van Arsdell GS. Hands-on surgical training of congenital heart surgery using 3-dimensional print models. J Thorac Cardiovasc Surg 2017;153: 1530–40. 

Hermsen JL, Burke TM, Seslar SP, Owens DS, Ripley BA, Mokadam NA, Verrier ED.  Scan, plan, print, practice, perform: Development and use of a patient-specific 3-dimensional printed model in adult cardiac surgery.  J Thorac Cardiovasc Surg. 2017 Jan;153(1):132-140.

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Wu B, Klatzky RL, Stetten GD. Mental visualization of objects from cross-sectional images. Cognition. 2012;123(1):33–49. 

Wu B, Klatzky RL, Stetten G. Visualizing 3D objects from 2D cross sectional images displayed in-situ versus ex-situ. J Exp Psychol Appl. 2010;16(1):45–59. 

Provo J, Lamar C, Newby T. Using a cross section to train veterinary students to visualize anatomical structures in three dimensions. J Res Sci Teach. 2002;39(1):10–34

Peters M, Laeng B, Latham K, Jackson M, Zaiyouna R, Richardson C. A redrawn Vandenberg and Kuse mental rotations test: different versions and factors that affect performance. Brain Cogn. 1995;28:39–58. 

Kaufman HH, Wiegand RL, Tunick RH. Teaching surgeons to operate—principles of psychomotor skills training. Acta Neurochir (Wien). 1987;87(1–2):1–7. 

Fleishman EA, Bartlett CJ. Human abilities. Annu Rev Psychol. 1969;20(1):349–80.

Sadideen H, Alvand A, Saadeddin M, Kneebone R. Surgical experts: born or made? Int J Surg. 2013;11(9):773–8. 

Langlois J, Wells GA, Lecourtois M, Bergeron G, Yetisir E, Martin M. Spatial abilities of medical graduates and choice of residency programs. Anat Sci Educ. 2015;8(2):111–9. 

Brandt MG, Wright ED. Medical student career choice and mental rotations ability. Clin Invest Med. 2005;28(3):112. 

Harris CJ, Herbert M, Steele RJC. Psychomotor skills of surgical trainees compared with those of different medical specialists. Br J Surg. 1994;81(3):382–3. 

Birchall D. Spatial ability in radiologists: a necessary prerequisite? Br J Radiol. 2015;88(1049):20140511. 

Maan ZN, Maan IN, Darzi AW, Aggarwal R. Systematic review of predictors of surgical performance. Br J Surg. 2012;99(12):1610–21. 

Tansley P, Kakar S, Withey S, Butler P. Visuospatial and technical ability in the selection and assessment of higher surgical trainees in the London deanery. Ann R Coll Surg Engl. 2007;89(6):591–5. 

Mena KA, Urbain KP, Fahey KM, Bramlet MT.  Exploration of time sequential, patient specific 3D heart unlocks clinical understanding. 3D Print Med. 2018 Dec 6;4(1):15.

For questions about accessibility or to request accommodations please contact the CME office at 317-274-0104 or [email protected]. One week advance notice will allow us to provide seamless access. Please ensure to specify the accommodations you need in order to participate.

AMA PRA Category 1 Credits™ (1.00 hours), Non-Physician Attendance (1.00 hours)

In accordance with the Accreditation Council for Continuing Medical Education (ACCME) Standards for Commercial Support, educational programs sponsored by the Indiana University School of Medicine (IUSM) must demonstrate balance, independence, objectivity, and scientific rigor. All faculty, authors, editors, and planning committee members participating in an IUSM-sponsored activity are required to disclose any relevant financial interest or other relationship with the manufacturer(s) of any commercial product(s) and/or provider(s) of commercial services that are discussed in an educational activity.