Virtual reality cadaveric training in emergency urology

INTRODUCTION Surgical education changed following the COVID-19 pandemic, with a shift to remote techniques. Video conferencing has limitations but immersive technologies such as 360° virtual reality (360VR) may be better for demonstrating surgical techniques. Cadaveric courses and VR have independently been proved to be effective educational tools. By combining both, we ran the first VR cadaveric course in urology, which aimed to bridge current educational gaps. METHODS Operations were streamed and recorded using 360VR alongside instructional lectures. The candidates watched content using VR headsets holding smartphones. One cadaveric specimen was utilised for all sessions. Cameras and VR headsets were purchased using a Health Education England grant. There was no cost to delegates. The course was run internationally and covered procedures for which opportunity/experience often falls behind expectations, including iatrogenic injuries/reconstruction and trauma scenarios. Feedback was collected via an online survey. RESULTS In total, 62 delegates attended the course. There was a 56% survey completion rate. Three-quarters (72%) of the delegates had little or no VR experience, with 91% stating that the course was very useful. Almost half (43%) had attended cadaveric courses, with 100% valuing their importance. All delegates thought more cadaveric training should be provided. The course improved confidence in approaching emergency urological situations. Qualitative feedback highlighted that 70% of delegates benefitted specifically from observing procedures that they would otherwise not experience. Suggested improvements included obtaining higher-quality VR headsets and more live-streamed content. CONCLUSIONS 360VR technology in cadaveric teaching provides an experience that is valuable and accessible by any number of participants. The costs are low and this teaching method integrates the fundamentals of pedagogy.