Purpose: Hepatocellular carcinoma (HCC) is a significant health concern, and the complexity of liver anatomy poses challenges in conveying radiologic findings and surgical plans to patients. This study aimed to evaluate the impact of a virtual reality (VR) education program on anxiety and knowledge in HCC patients undergoing hepatic resection. Method: From 1 January 2022 to 28 February 2023, 88 patients were enrolled in a randomized controlled trial, divided into the VR group (n=44) and the control group (n=44). The VR group received patient-specific 3D liver model education through a VR platform, while the control group underwent conventional explanation processes. Both groups completed preintervention and postintervention questionnaires assessing anxiety (using STAI-X-1, STAI-X-2, and VAS) and knowledge about liver resection. Comparison of the questionnaires were performed between the two groups. Multivariable logistic regression was performed to analyze factor related to decrease in anxiety. Result: While there was no significant difference in preintervention anxiety and knowledge scores between the two groups, the VR group exhibited significant reduction in STAI-X-1 scores (−4.14±7.5) compared to the control group (−0.84±5.7, P=0.023), as well as knowledge scores (17.20±2.6) compared to the control group (13.42±3.3, P<0.001). In the multivariable logistic regression model, VR education showed significant impact on decrease in STAI-X-1 score, postintervention. (OR=2.902, CI=1.097–7.674, P=0.032) Conclusion: The VR education program significantly improved knowledge and reduced anxiety among HCC patients compared to conventional methods. This study suggests that VR can be a valuable tool in patient education, enhancing comprehension and alleviating presurgical anxiety.

Jinsoo Rhu, Soyoung Lim, Danbee Kang, Juhee Cho, Heesuk Lee, Gyu-Seong Choi, Jong Man Kim, Jae-Won Joh. Ann Hepatobiliary Pancreat Surg 2022;26:285-8. https://doi.org/10.14701/ahbps.21-163

Han S, et al. Ann Surg Treat Res. 2024 Aug;107(2):91-99. https://doi.org/10.4174/astr.2024.107.2.91

This study introduces a novel mixed reality (MR) TMJ dislocation teaching program developed using HoloLens 2 and collaboration with interdisciplinary teams. The program offers an immersive learning experience, enabling individuals to visualize and interact with detailed 3D temporomandibular joint (TMJ) models and practice different reduction techniques repeatedly. Real-time feedback, combining the visual holographic overlay with mechanical resistance in the physical model, supports the learning process. The 3D-printed skull model provided haptic feedback, strengthened the positive response given by the MR model, and reinforced muscle memory. Despite some challenges related to the learning curve and cost, the program shows promise for practicing uncommon, high-anxiety clinical procedures in medical education. Future research directions include comparisons with traditional teaching methods, evaluating long-term skill retention, and exploring MR applications in other clinical procedures. Overall, this project demonstrates the potential of MR technology to advance medical education and skill acquisition.

This study introduces a novel mixed reality (MR) TMJ dislocation teaching program developed using HoloLens 2, through collaboration among interdisciplinary teams. The program offers an immersive learning experience, enabling learners to visualize and interact with detailed 3D temporomandibular joint (TMJ) models and practice different reduction techniques repeatedly. Real-time feedback of the virtual model enhances the learning process. The 3D printed skull model provided haptic feedback and further strengthened the positive feedback by MR model, reinforcing muscle memory. Despite some challenges related to the learning curve and cost, the program shows promise in medical education for complex clinical procedures. Future research directions include comparing traditional teaching methods, evaluating long-term skill retention, and exploring MR applications in other clinical procedures. Overall, this project demonstrates the potential of MR technology in advancing medical education and skill acquisition.