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Objective <p>To identify the number of iterations required to reach a performance plateau for each module on the HelpMeSee MSICS high‑fidelity cataract surgical simulator, and to evaluate the inter-rater reliability of the assessment rubric and the consistency of the simulator’s visuo-haptic feedback.</p> Methods <p>Twenty medical students (Group A) and 12 residents (Group B) were recruited. All participants performed 10 iterations on five modules of the HelpMeSee MSICS high-fidelity surgical simulator. All operation videos were recorded and scored by two observers using the simulator assessment rubric. Intraclass correlation coefficient, Friedman test, and Mann-Whitney U test were used to evaluate inter-rater reliability, intra-module learning curves, and inter-group differences, respectively.</p> Results <p>Learning curves were demonstrated in both groups across all five modules and total score (all <i>P</i> &lt; 0.01). Residents achieved higher initial performance and reached performance plateaus earlier than students. Inter-rater reliability was excellent for all modules and total score (ICC &gt; 0.80, all <i>P</i> &lt; 0.05).</p> Conclusion <p>Medical students and residents without independent cataract surgery experience improved and reached performance plateaus on the simulator through repeated practice, suggesting that the simulator provided consistent visuo-haptic feedback conducive to initial skill acquisition. However, these simulator-based improvements did not directly translate to improved real-life surgical performance and required separate validation through clinical outcome studies.</p>

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The learning curve of a high-fidelity cataract surgical simulator

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月15日

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  • Mingxue Ren,
  • Hangdong Dai,
  • Ziyi Dong,
  • Lingxia Ye,
  • An-Peng Pan,
  • Kaijing Zhou,
  • Yimin Yuan,
  • Xu Xu

摘要

Objective

To identify the number of iterations required to reach a performance plateau for each module on the HelpMeSee MSICS high‑fidelity cataract surgical simulator, and to evaluate the inter-rater reliability of the assessment rubric and the consistency of the simulator’s visuo-haptic feedback.

Methods

Twenty medical students (Group A) and 12 residents (Group B) were recruited. All participants performed 10 iterations on five modules of the HelpMeSee MSICS high-fidelity surgical simulator. All operation videos were recorded and scored by two observers using the simulator assessment rubric. Intraclass correlation coefficient, Friedman test, and Mann-Whitney U test were used to evaluate inter-rater reliability, intra-module learning curves, and inter-group differences, respectively.

Results

Learning curves were demonstrated in both groups across all five modules and total score (all P < 0.01). Residents achieved higher initial performance and reached performance plateaus earlier than students. Inter-rater reliability was excellent for all modules and total score (ICC > 0.80, all P < 0.05).

Conclusion

Medical students and residents without independent cataract surgery experience improved and reached performance plateaus on the simulator through repeated practice, suggesting that the simulator provided consistent visuo-haptic feedback conducive to initial skill acquisition. However, these simulator-based improvements did not directly translate to improved real-life surgical performance and required separate validation through clinical outcome studies.