Virtual Reality Simulation for Cleft Education in a Low-resource Setting: Connecting Surgeons Worldwide

Background: Virtual reality (VR) has not been tested for cleft surgery training in low-resource settings where the surgical instructor provides the lesson from another continent. Methods: Fifty-one plastic and maxillofacial surgery trainees in India participated in a VR simulation of the Furlow palatoplasty given by a New York–based cleft surgeon. Participants completed pre- and postsurveys, which included a knowledge assessment regarding the Furlow technique, confidence in VR as an educational tool, and opinions on the use of VR in surgical education. Satisfaction and acceptance of the technology were assessed with learning measures postsimulation. Results: Knowledge scores significantly increased following the VR lecture ( P < 0.001). Respondents’ confidence in using VR as an educational tool and their understanding of the Furlow repair significantly increased postsimulation ( P < 0.001). The opinion that VR should be included in surgical education began high and remained high. Learners reported that the simulation was stimulating (4.63 ± 0.49), increased interest (4.51 ± 0.67), was clear (4.45 ± 0.67), and was effective for teaching (4.78 ± 0.47), and they would recommend the lecture to others (4.78 ± 0.46). VR simulation increased control and active learning (4.73 ± 0.49), facilitated comprehension (4.76 ± 0.51), allowed for reflective thinking (4.59 ± 0.57), had high fidelity (3.98 ± 0.93), was easy to use (4.29 ± 0.73), and was enjoyable (4.78 ± 0.42). Conclusions: VR cleft simulation can be effectively used in low- to emerging-resource settings. Surgical instructors can provide real-time, immersive surgical experiences to trainees across the world.