Scholarlink

Background <p>The objective of this project was to develop an innovative virtual reality (VR) educational module simulating the vertebroplasty procedure, aimed at providing a safe, standardized, and realistic tool for training healthcare professionals and students.</p> Methods <p>A multidisciplinary team of neurosurgeons, educators, and software developers developed the module using Blender and Unity with the XR Interaction Toolkit. The simulation reproduces an operating room, provides virtual guidance, and includes an optional instructor supervision mode. Preliminary evaluation was conducted using a structured questionnaire with 18 items, covering usability, realism, educational value, and overall satisfaction.</p> Results <p>Preliminary evaluation involving neurosurgeons, perioperative nurses, and medical students, conducted using a structured questionnaire, indicated the module’s technical functionality and usability, and suggested its educational potential.</p> Conclusion <p>The module offers an engaging and cost-effective approach to procedural skill acquisition, with future developments planned to incorporate artificial intelligence, augmented reality, and additional surgical scenarios.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Virtual Reality in Spinal Surgery: Development of an Educational Module Focused on Vertebroplasty

  • 期刊论文

  • 发表日期：

    2026年4月4日

查看全文
  • Jakub Doležel,
  • Michal Filip,
  • Anastassiya Kozlovskaya,
  • Martin Kender,
  • Petr Novák,
  • Jitka Filipová,
  • Jarmila Jurčíková,
  • Daniel Přeček

摘要

Background

The objective of this project was to develop an innovative virtual reality (VR) educational module simulating the vertebroplasty procedure, aimed at providing a safe, standardized, and realistic tool for training healthcare professionals and students.

Methods

A multidisciplinary team of neurosurgeons, educators, and software developers developed the module using Blender and Unity with the XR Interaction Toolkit. The simulation reproduces an operating room, provides virtual guidance, and includes an optional instructor supervision mode. Preliminary evaluation was conducted using a structured questionnaire with 18 items, covering usability, realism, educational value, and overall satisfaction.

Results

Preliminary evaluation involving neurosurgeons, perioperative nurses, and medical students, conducted using a structured questionnaire, indicated the module’s technical functionality and usability, and suggested its educational potential.

Conclusion

The module offers an engaging and cost-effective approach to procedural skill acquisition, with future developments planned to incorporate artificial intelligence, augmented reality, and additional surgical scenarios.