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Öge T, Borahay MA, Achjian T, et al. Impact of current video game playing on robotic simulation skills among medical students. J Turk Ger Gynecol Assoc. 2015;16(1):1-4doi: 10.5152/jtgga.2015.15188.
Öge, T., Borahay, M. A., Achjian, T., & Kılıç, S. G. (2015). Impact of current video game playing on robotic simulation skills among medical students. Journal of the Turkish German Gynecological Association, 16(1), 1-4. https://doi.org/10.5152/jtgga.2015.15188
Öge, Tufan, et al. "Impact of current video game playing on robotic simulation skills among medical students." Journal of the Turkish German Gynecological Association vol. 16,1 (2015): 1-4. doi: https://doi.org/10.5152/jtgga.2015.15188
Öge T, Borahay MA, Achjian T, Kılıç SG. Impact of current video game playing on robotic simulation skills among medical students. J Turk Ger Gynecol Assoc. 2015 Mar 01;16(1):1-4. doi: 10.5152/jtgga.2015.15188. eCollection 2015. PMID: 25788841; PMCID: PMC4358304.
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J Turk Ger Gynecol Assoc. 2015 Mar 01;16(1):1-4. doi: 10.5152/jtgga.2015.15188. eCollection 2015.

Impact of current video game playing on robotic simulation skills among medical students.

Journal of the Turkish German Gynecological Association

Tufan Öge, Mostafa A Borahay, Tamar Achjian, Sami Gökhan Kılıç

Affiliations

  1. Department of Obstetrics and Gynecology, Eski?ehir Osmangazi University Faculty of Medicine, Eski?ehir, Turkey.
  2. Department of Obstetrics and Gynecology, The University of Texas Medical Branch, Texas, USA.

PMID: 25788841 PMCID: PMC4358304 DOI: 10.5152/jtgga.2015.15188

Abstract

OBJECTIVE: To evaluate the impact of current and prior video game playing on initial robotic simulation skill acquisition.

MATERIAL AND METHODS: This cross-sectional descriptive study (Canadian Task Force Classification II-1) was conducted at a medical university training center. The study subjects were medical students who currently played video games (Group I) and those who had not played video games in the last 2 years (Group II). The robotic skills of both groups were assessed using simulation.

RESULTS: Twenty-two students enrolled in this study; however, only 21 completed it. The median age of the participants was 23 (22-24) years and 24 (23-26) years in Groups I and II, respectively. Among the participants, 15 (71.4%) were male and 6 (28.5%) were female, and 90.4% of the students started playing video games in primary school. When the 2 groups were compared according to the completion time of each exercise, Group I finished more quickly than Group II in the Peg Board-1 exercise (p>0.05), whereas Group II had better results in 3 exercises including Pick and Place, Ring and Rail, and Thread the Rings-1. However, none of the differences were found to be statistically significant (p>.05), and according to the overall scores based on the time to complete exercises, economy of motion, instrument collision, use of excessive instrument force, instruments out of view, and master workspace range, the scores were not statistically different between Groups I and II (p>.05).

CONCLUSION: According to the basic robotic simulation exercise results, there was no difference between medical students who used to play video games and those who still played video games. Studies evaluating baseline visuospatial skills with larger sample sizes are needed.

Keywords: Education; medical students; robotic simulation; video games

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