Exploring new frontiers: Virtual Reality to Teach the Lost Art of Forceps Delivery

Project Code

Project Title

Exploring new frontiers: Virtual Reality to Teach the Lost Art of Forceps Delivery

Proposal Abstract

Forceps-assisted vaginal delivery is a dying art in the field of obstetrics. This critical procedure is part of an obstetrician’s essential tool kit for the safe delivery of a baby. Loss of this skill has contributed to the unprecedented Cesarean section (CS) rate and the associated complications and costs. This training deficit is related to the technical skill required for forceps, the lack of effective simulators, and the litigious environment of obstetrics. Additionally, teaching is inconsistent and highly variable because it is largely preceptor-dependent. In the era of decreased resident work hours and increased emphasis on patient safety, it is essential that we maximize the quality of our residents' education. We plan to address this critical learning gap by creating a virtual reality forceps teaching module. Trainees will view a high-quality teaching video explaining the procedural aspects of forceps and then practice and perfect this essential skill using virtual reality technology.

Reporting Abstract

The project involved designing an educational program to teach forceps assisted vaginal delivery. The study involved creation of an open access educational video and developing a virtual reality (VR) simulator. The educational video was developed and is published on the online platform TVASurg. The video is open access and a modified version is published on YouTube. The YouTube video has had 29K views. We also developed a prototype of a VR simulator. We used Oculus VR technology to design a forceps simulator. We tested the model using residents (n=9, postgraduate years 2-5). Most residents had no prior experience with VR simulation (7/9, 78%). Residents had the opportunity to try the VR simulator. Although residents found the model easy to use (6/9, 67%, agreed/strongly agreed) and understand (7/9, 78%, agreed/strongly agreed). Many residents felt the model lacked face validity (5/9, 56%) and would not be useful at assessing a trainee's ability to learn the procedure (5/9, 56%). We then acquired forceps blades and attached VR tracking stickers to improve the face validity of the simulator. Despite trouble-shooting with multiple forceps blades and different types of stickers, we were unable to design a model that adequately sim

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Primary Project Lead for Contact

SMH - St. Michael's Hospital Medical Services Organization

Project Summary