Relationship between learning styles and simulation in surgery

Abstract: Introduction: It was found that the good performance in conventional techniques was not transferable to minimally-invasive alternatives, and then simulators were created for improved learning. Objective: To assess whether robotic virtual reality simulation conditions ability for laparoscopy in medical students, associating the VARK tool and Mind Styles to determine whether there is a correlation between learning styles and the ability to develop these skills. Methods: Randomization of 3 groups of medical students was performed, where one of the groups performed a simulation of a surgical knot exercise in the laparoscopy box and another, the same exercise on the robot console. The third group did not simulate. All participants took a practical test in the laparoscopy box and their performances were evaluated. Moreover, a pre-test and a post-test were applied, in addition to the VARK and mind styles methods, to assess whether there was a difference in performance between the different learning styles. Results: The practical test scores were relatively homogeneous between the groups and between the Mind Styles and VARK categories, with no significant difference being found between the groups; therefore, it was not possible to demonstrate that learning styles interfered with the results of this study. There was only a significant difference between the pre-test scores of at least one pair of the groups and between the Laparoscopy and Robotics groups, with a p-value of 0.038. Conclusion: There was no statistical significance between learning styles and performance regarding the proposed tasks.摘要： 引言：研究发现，传统手术技术的优异表现无法迁移至微创替代术式中，为此研究者开发了各类模拟器以优化学习效果。 研究目的：评估机器人虚拟现实模拟训练是否可培养医学生的腹腔镜操作能力，并结合VARK学习风格工具(VARK tool)与思维风格(Mind Styles)，探究学习风格与该项技能掌握能力之间是否存在相关性。 研究方法：将医学生随机分为3组：其中一组在腹腔镜模拟箱中完成外科打结操作训练，另一组在机器人操作控制台完成相同训练内容，第三组未接受任何模拟训练。所有受试者均需在腹腔镜模拟箱中完成实操测试并接受表现评估。此外，除VARK与思维风格测评外，研究者还对所有参与者进行了前测与后测，以分析不同学习风格群体的操作表现是否存在差异。 研究结果：各组间以及不同思维风格、VARK风格分类群体的实操测试得分均相对同质，组间未发现显著差异，因此无法证明学习风格对本研究结果存在影响。仅在至少一组配对比较中，以及腹腔镜组与机器人组的前测得分间存在显著差异，其p值为0.038。 研究结论：针对本研究设定的任务，学习风格与操作表现之间未呈现统计学显著性差异。