Virtual Reality Simulation and Perception of Traffic Congestion Scenes

With the rapid development of society, urban traffic congestion has gradually become an important social problem that many cities need to solve. For Chongqing, traffic congestion not only affects residents’ normal travel but also brings more serious environmental pollution. Aiming at the problem of urban traffic congestion and automobile exhaust pollution, this paper adopts the system dynamics method to establish a model for studying urban traffic congestion system from the perspectives of private cars, trucks, and public transportation. First, we determine city motor vehicle trips as an indicator of the degree of traffic congestion in this paper. Second, we analyze the causal relationship between the growth of private cars, the travel of trucks, public transportation, population, and other factors and then build a model and test the stability of the model. Then, we add some practical policies to the model for policy analysis. Finally, it is concluded that the private car restriction policy is effective in controlling the amount of private car travel, and the purchase restriction policy controls the growth of the number of private cars from the root cause, but the development of public transportation is the most effective treatment measure in the long run.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

Urban congestion has become a global problem with urbanization and motorization. The analysis of time-varying traffic congestion patterns is necessary to formulate effective management strategies. The existing studies have focused on traffic flow patterns developed by the volume, speed and density of road sections in a limited district, while the long-time analysis of congestion patterns of the macro road network at the city level is inadequate. This paper aims to recognize traffic congestion patterns of the urban road network based on the traffic performance index (TPI) of 699 days in 2018, 2019 and 2021 in Beijing. The self-organizing maps (SOM) method improved by an automatic clustering number determination algorithm is proposed to cluster congestion patterns based on time-varying TPI. The traffic congestion of the macro road network is clustered into Mondays, Fridays, ordinary weekdays, congested weekdays, weekdays of winter and summer vacation, Saturdays, Sundays and festivals patterns. Patterns of Mondays and congested weekdays have a prominent morning peak, while patterns of Fridays, ordinary weekdays, and weekdays of winter and summer vacation have a prominent evening peak. Saturdays, Sundays and festivals are less congested than weekday patterns. It is verified that the SOM method proposed in this paper clusters traffic congestion into more detailed and accurate patterns, and it is applicable to TPI clustering in different years. The degree of congestion in 2021 increases by 7.15% in peak hours and decreases by 7.50% in off-peak hours compared with that in 2019 due to COVID-19. This method is helpful for traffic management in terms of making decisions according to different congestion patterns.

Can virtual reality simulation be used for advanced bariatric surgical training?

Development of three-dimensional visualisation technology of the aerodynamic environment in a greenhouse using CFD and VR technology, Part 2: Development of an educational VR simulator

Minimally invasive laparoscopic surgery requires intensive training due to challenges such as loss of haptic feedback and depth perception. Traditional training methods include box trainers (BT), which offer realistic haptic feedback but lack objective performance assessment, and virtual reality (VR) simulators, which provide automated feedback but lack haptic feedback. This review, conducted at the Barts Cancer Institute, Queen Mary University, examines the learning outcomes of VRsimulators with haptic feedback compared to BT. A systematic review and meta-analysis was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines from December 2023 to April 2024. Research databases, such as PubMed, EMBASE, CINAHL, and Web of Science, were searched for randomized controlled trials (RCTs) comparing VR simulators with haptic feedback to BT in training medical students. Seven RCTs met the inclusion criteria, and four were included in the meta-analysis. The primary outcomes were learning curves and learning effectswhile secondary outcomes included skill transfer to a surgical environment. The review analysed data from 125 participants across the studies. Results indicated that BTs demonstrated a superior learning curve, with participants achieving proficiency faster than those using VR. Both simulators showed significant learning effects; however, BTs resulted in greater improvements across more performance parameters. Regarding skill transfer to surgical environments, there was no significant difference between the two groups, suggesting both approaches effectively support surgical skill transfer. Overall, BT has a more effective learning curve and marginally better performance in skill acquisition. While VR with haptic feedback offers enhanced realism, it does not fully replicate the natural haptic feedback provided by BT. Further studies are needed to improve VR haptic feedback and its integration into training programs to enhance learning outcomes.

To investigate the effect on final-product performance of a distributed, virtual reality (VR) simulation training program on cadaveric dissection performance and learning curves compared with standard VR simulation training during a temporal bone course. Educational interventional cohort study. The national Danish temporal bone courses of 2016 and 2017. Postgraduate year 2 to 5 residents in otorhinolaryngology. Nine participants volunteered for additional VR simulation training (intervention) before the temporal bone course, with training blocks distributed (i.e., separated). The remaining 28 participants received standard VR simulation training during the temporal bone course (control). VR simulation and cadaveric dissection final-product performances were analyzed by blinded raters using a 26-item modified Welling Scale. Distributed VR simulation training before the temporal bone course (intervention) significantly increased dissection final-product performance by 25% compared with standard VR simulation training during the course (control) (mean scores 12.8 points versus 10.3 points, p < 0.01). Distributed and repeated VR simulation practice markedly decreased drilling time. Guidance by the simulator-integrated tutor-function significantly increased final-product performance by 2.3 points compared with nontutored procedures but at the cost of increased drilling time. Skills acquired in a VR simulation environment translate to cadaveric dissection skills and repeated and distributed VR simulation can be used to further increase performance compared with standard VR simulation training during a temporal bone course. Further dissemination of inexpensive VR simulators would allow all future temporal bone course participants to train locally before attending future centralized courses.

Simulation is a key component of surgical training, enabling trainees to develop their skills in a safe environment. With simulators broadly grouped into physical models and virtual-reality (VR) simulators, it is important to evaluate the comparative effectiveness of the simulator types in terms of validity as well as cost. The review aims to compare the benefits and drawbacks of novel VR and physical simulators within the broader themes of endourology, laparoscopic and robotic operations, and other urological procedures. Key benefits of bench models include their comparatively lower cost, easy access and provision of haptic feedback, whereas VR simulators are generally self-sufficient, reusable and enable skills of haemostasis to be practised. The advent of perfused 3D printed simulators across a range of urological procedures may replace cadavers as the traditional gold-standard simulation modality. Although possessing differing strengths and downsides, VR and physical simulators when used together can have an additive effect due to skill transferability across the platforms. Further comparative studies are required to directly quantify the differences between physical models and VR simulators in terms of performance metrics and cost-effectiveness. There is lack of validated VR simulators for open and reconstructive procedures.

Spatial distribution complexities of traffic congestion and bottlenecks in different network topologies

Objective To minimize loss of life, mass casualty response requires swift identification, efficient triage categorization, and rapid hemorrhage control. Current training methods remain suboptimal. Our objective was to train first responders to triage a mass casualty incident using Virtual Reality (VR) simulation and obtain their impressions of the training’s quality and effectiveness. Methods We trained subjects in SALT Triage then had them respond to a terrorist bombing of a subway station using a fully immersive VR simulation. We gathered learner reactions to their VR experience and post-encounter debriefing with a custom electronic survey. Results Nearly 400 subjects experienced the VR encounter and completed evaluation surveys. Most participants (95%) recommended the experience for other first responders and rated the simulation (95%) and virtual patients (91%) as realistic. Ninety-four percent of participants rated the VR simulator as “excellent” or “good.” We observed no differences between those who owned a personal VR system and those who did not. Conclusions Our VR simulator (go.osu.edu/firstresponder) is an automated, customizable, fully immersive virtual reality system for training and assessing personnel in the proper response to a mass casualty incident. Participants perceived the encounter as effective for training, regardless of their prior experience with virtual reality.

BackgroundThis study compared scenario-based generative artificial intelligence (GenAI) patient simulation with immersive 360° virtual reality (VR) simulation in terms of perceived clinical competence, cultural awareness, AI readiness, and simulation effectiveness among nursing students.MethodsThis cross-over randomised controlled study design was conducted from June 2024 to August 2024. Forty-four undergraduate nursing students from years 1–3 were randomised to receive either GenAI patient simulation (Group B) or 360° VR simulation (Group A) with a one-week washout period. Five self-reported questionnaires were used to measure clinical competency: the Clinical Competence Questionnaire (CCQ), Cultural Awareness Scale (CAS), Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS), Simulation Effectiveness Tool – Modified Questionnaire (SET-M), and a demographic questionnaire.ResultsBoth interventions significantly improved clinical competence, cultural awareness, and AI readiness. When administered first, GenAI patient simulation demonstrated greater initial effects on clinical competence and AI readiness compared to the 360° VR simulation, though both groups achieved similar improvements by study completion. At T1, Group B (receiving GenAI) demonstrated significantly larger improvements in CCQ total score [47.68 (95% CI: 36.68, 58.68), p < 0.001] compared to Group A (receiving 360° VR) [24.95 (95% CI: 13.96, 35.95), p < 0.001], with significant between-group difference [16.59 (95% CI: 2.77, 30.41), p = 0.020]. At T2 (post-crossover), both groups maintained significant improvements. For MAIRS-MS (measured at baseline and following each group’s GenAI exposure), Group B showed improvement from baseline to T1 [30.18 (95% CI: 23.35, 37.01), p < 0.001] while Group A showed improvement from baseline to T2 [16.64 (95% CI: 9.80, 23.47), p < 0.001], with significant between-group difference [12.09 (95% CI: 4.43, 19.75), p = 0.003]. Both groups experienced changes in CAS scores, though between-group differences were not statistically significant. For SET-M, most participants (75%) felt debriefing contributed to their learning, and 68.2% reported increased confidence in nursing assessment skills.ConclusionsThe findings provide preliminary evidence of its effectiveness in enhancing perceived clinical outcomes among nursing students. Both 360° VR simulation and GenAI patient simulation may serve as effective teaching tools; however, GenAI patient simulation appeared to demonstrate a greater initial effect on clinical competence and AI readiness, although both interventions proved effective across all measured domains.Clinical trial registration/numberNot applicable.

Temporal bone surgery requires excellent surgical skills and simulation-based training can aid novices' skills acquisition. However, simulation-based training is challenged by early stagnation of performance after few performances. Structured self-assessment during practice might enhance learning by inducing reflection and engagement in the learning task. In this study, structured self-assessment was introduced during virtual reality (VR) simulation of mastoidectomy to investigate the effects on subsequent performance during cadaveric dissection. A prospective educational study with comparison with historical controls (reference cohort). At a temporal bone dissection course, eighteen participants performed structured self-assessment during 3h of VR simulation mastoidectomy training before proceeding to cadaver dissection (intervention cohort). At a previous course, eighteen participants received identical VR simulation training but without the structured self-assessment (reference cohort). Final products from VR simulation and cadaveric dissection were recorded and assessed by two blinded raters using a 19-point modified Welling Scale. The intervention cohort completed fewer procedures (average 4.2) during VR simulation training than the reference cohort (average 5.7). Nevertheless, the intervention cohort achieved a significantly higher average performance score both in VR simulation (11.1 points, 95% CI [10.6-11.5]) and subsequent cadaveric dissection (11.8 points, 95% CI [10.7-12.8]) compared with the reference cohort, who scored 9.1 points (95% CI [8.7-9.5]) during VR simulation and 5.8 points (95% CI [4.8-6.8]) during cadaveric dissection. Structured self-assessment is a valuable learning support during self-directed VR simulation training of mastoidectomy and the positive effect on performance transfers to subsequent cadaveric dissection performance.

BackgroundExtended reality, which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR), is increasingly used in medical education. Studies assessing the effectiveness of these new educational modalities should measure relevant outcomes using outcome measurement tools with validity evidence.ObjectiveOur aim is to determine the choice of outcomes, measurement instruments, and the use of measurement instruments with validity evidence in randomized controlled trials (RCTs) on the effectiveness of VR, AR, and MR in medical student education.MethodsWe conducted a systematic mapping review. We searched 7 major bibliographic databases from January 1990 to April 2020, and 2 reviewers screened the citations and extracted data independently from the included studies. We report our findings in line with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines.ResultsOf the 126 retrieved RCTs, 115 (91.3%) were on VR and 11 (8.7%) were on AR. No RCT on MR in medical student education was found. Of the 115 studies on VR, 64 (55.6%) were on VR simulators, 30 (26.1%) on screen-based VR, 9 (7.8%) on VR patient simulations, and 12 (10.4%) on VR serious games. Most studies reported only a single outcome and immediate postintervention assessment data. Skills outcome was the most common outcome reported in studies on VR simulators (97%), VR patient simulations (100%), and AR (73%). Knowledge was the most common outcome reported in studies on screen-based VR (80%) and VR serious games (58%). Less common outcomes included participants’ attitudes, satisfaction, cognitive or mental load, learning efficacy, engagement or self-efficacy beliefs, emotional state, competency developed, and patient outcomes. At least one form of validity evidence was found in approximately half of the studies on VR simulators (55%), VR patient simulations (56%), VR serious games (58%), and AR (55%) and in a quarter of the studies on screen-based VR (27%). Most studies used assessment methods that were implemented in a nondigital format, such as paper-based written exercises or in-person assessments where examiners observed performance (72%).ConclusionsRCTs on VR and AR in medical education report a restricted range of outcomes, mostly skills and knowledge. The studies largely report immediate postintervention outcome data and use assessment methods that are in a nondigital format. Future RCTs should include a broader set of outcomes, report on the validity evidence of the measurement instruments used, and explore the use of assessments that are implemented digitally.

Logistics location is an important component of logistics planning that affects traffic pressure and vehicle emissions. To date, there has not been an adequate study of the integration of big data into the location for a complicated logistics system. This study developed a decision support system that can address location problems for complicated logistics systems, e.g., a multilevel urban underground logistics system (ULS), using logistics big data. First, information needed in the logistics location, such as the traffic performance index (TPI) and the origin/destination (OD) matrix, was collected and calculated using a big data platform, and this information was digitized and represented based on a geographic information system (GIS) tool. Second, a two‐stage location model for a ULS was designed to balance the construction costs and traffic congestion. The first stage is establishing a set‐covering model to identify optimum locations for secondary hubs based on the ant colony optimization algorithm, and the second stage is clustering of the secondary hubs to determine locations for primary hubs using the iterative self‐organizing data analysis technique algorithm (ISODATA). Finally, the Xianlin district of Nanjing, China, was chosen as a case study to validate the effectiveness of the proposed system. The system can be used to facilitate logistics network planning and to promote the application of big data in logistics.

Introduction Currently there is little evidence on the role of virtual reality (VR) simulators for orthopaedic trauma simulation due to lack of validated commercially available platforms. We determined face validity and acceptability of the only VR haptic-enabled DHS fixation simulator as a potential training tool. Methods 52 medical students (naive to both DHS fixation and VR simulation) were voluntarily recruited and electronically randomised to two groups. Group 1 (training) performed five attempts whilst Group 2 (control) performed one attempt. After a week, both groups repeated the same number of attempts. Participants then filled in an eight-item questionnaire using a seven-point Likert scale (1–7). The mean score and Mann-Whitney U-test for significance (p Results No significant difference was found between both cohorts in all questionnaire responses, thus data was pooled and analysed as a unified cohort. Participants agreed that visual appearance of the external surgical field was realistic (mean score 4.8 [68.6%]) and that the haptic feedback was realistic (mean score 5.7 [81.4%]). The simulator was moderately accepted as an unthreatening learning environment (mean score 6.4 [91.4%]), subjects recognised the VR DHS simulator as a useful training tool (mean score 6.3 [90.0%]) and would recommend this modality to colleagues (mean score 6.3 [90%]). Moreover, participants strongly agreed that they enjoyed using the simulator (mean score 6.5 [92.9%]), that they would like to practise on a simulator before operating on a patient (mean score 6.5 [92.9%]) and they would like to train further on the simulator (mean score 6.5 [92.9%]). Conclusions The simulator was well received and participants moderately agreed that the VR DHS simulator would be a useful training tool and would recommend it to their colleagues. There was an overwhelming and unanimous demand among medical students and future surgeons for VR simulation technology in formal orthopaedic training. References Blyth P, Anderson IA, Stott NS. Virtual reality simulators in orthopaedic surgery: what do the surgeons think? J Surg Res 2006;131(1):133–9; discussion 140–2. Froelich JM, Milbrandt JC, Novicoff WM, et al . Surgical simulators and hip fractures: a role in residency training? J Surg Educ 2011;68(4):298–302.