Abstract：
BACKGROUND: Effective training in regional anaesthesia (RA) is paramount to ensuring widespread competence. Technology-based learning has assisted other specialties in achieving more rapid procedural skill acquisition. If applicable to RA, technology-enhanced training has the potential to provide an effective learning experience and to overcome barriers to RA training. We review the current evidence base for use of innovative technologies in assisting learning of RA.
METHODS: Using scoping review methodology, three databases (MEDLINE, Embase, and Web of Science) were searched, identifying 158 relevant citations. Citations were screened against defined eligibility criteria with 27 studies selected for inclusion. Data relating to study details, technological learning interventions, and impact on learner experience were extracted and analysed.
RESULTS: Seven different technologies were used to train learners in RA: artificial intelligence, immersive virtual reality, desktop virtual reality, needle guidance technology, robotics, augmented reality, and haptic feedback devices. Of 27 studies, 26 reported a positive impact of technology-enhanced RA training, with different technologies offering benefits for differing components of RA training. Artificial intelligence improved sonoanatomical knowledge and ultrasound skills for RA, whereas needle guidance technologies enhanced confidence and improved needling performance, particularly in novices. Immersive virtual reality allowed more rapid acquisition of needling skills, but its functionality was limited when combined with haptic feedback technology. User friendly technologies enhanced participant experience and improved confidence in RA; however, limitations in technology-assisted RA training restrict its widespread use.
CONCLUSIONS: Technology-enhanced RA training can provide a positive and effective learning experience, with potential to reduce the steep learning curve associated with gaining RA proficiency. A combined approach to RA education, using both technological and traditional approaches, should be maintained as no single method has been shown to provide comprehensive RA training.
METHODS: Using scoping review methodology, three databases (MEDLINE, Embase, and Web of Science) were searched, identifying 158 relevant citations. Citations were screened against defined eligibility criteria with 27 studies selected for inclusion. Data relating to study details, technological learning interventions, and impact on learner experience were extracted and analysed.
RESULTS: Seven different technologies were used to train learners in RA: artificial intelligence, immersive virtual reality, desktop virtual reality, needle guidance technology, robotics, augmented reality, and haptic feedback devices. Of 27 studies, 26 reported a positive impact of technology-enhanced RA training, with different technologies offering benefits for differing components of RA training. Artificial intelligence improved sonoanatomical knowledge and ultrasound skills for RA, whereas needle guidance technologies enhanced confidence and improved needling performance, particularly in novices. Immersive virtual reality allowed more rapid acquisition of needling skills, but its functionality was limited when combined with haptic feedback technology. User friendly technologies enhanced participant experience and improved confidence in RA; however, limitations in technology-assisted RA training restrict its widespread use.
CONCLUSIONS: Technology-enhanced RA training can provide a positive and effective learning experience, with potential to reduce the steep learning curve associated with gaining RA proficiency. A combined approach to RA education, using both technological and traditional approaches, should be maintained as no single method has been shown to provide comprehensive RA training.
摘要：
背景：区域麻醉（RA）的有效培训对于确保广泛的能力至关重要。基于技术的学习帮助其他专业实现更快速的程序技能获取。如果适用于RA，技术强化培训有可能提供有效的学习经验，并克服RA培训的障碍。我们回顾了当前使用创新技术辅助RA学习的证据基础。
方法：使用范围审查方法，三个数据库(MEDLINE，Embase,和WebofScience)进行了搜索，确定158个相关引文。根据确定的合格标准筛选引文，选择27项研究纳入。与研究细节相关的数据，技术学习干预措施，并对学习者体验的影响进行了提取和分析。
结果：使用了七种不同的技术来训练RA学习者：人工智能，身临其境的虚拟现实，桌面虚拟现实，针引导技术,机器人,增强现实,和触觉反馈设备。在27项研究中，26报告了技术增强RA培训的积极影响，不同的技术为RA培训的不同组成部分提供了好处。人工智能提高了RA的超声解剖学知识和超声技能，而针头引导技术增强了信心，改善了针刺性能，尤其是新手。沉浸式虚拟现实允许更快速地获得针刺技能，但是当与触觉反馈技术相结合时，它的功能受到限制。用户友好的技术增强了参与者的体验并提高了对RA的信心；但是，技术辅助RA培训的局限性限制了其广泛使用。
结论：技术增强的RA培训可以提供积极有效的学习体验，有可能减少与获得RA熟练程度相关的陡峭学习曲线。RA教育的综合方法，使用技术和传统方法，应保持不变，因为没有单一的方法可以提供全面的RA训练。
方法：使用范围审查方法，三个数据库(MEDLINE，Embase,和WebofScience)进行了搜索，确定158个相关引文。根据确定的合格标准筛选引文，选择27项研究纳入。与研究细节相关的数据，技术学习干预措施，并对学习者体验的影响进行了提取和分析。
结果：使用了七种不同的技术来训练RA学习者：人工智能，身临其境的虚拟现实，桌面虚拟现实，针引导技术,机器人,增强现实,和触觉反馈设备。在27项研究中，26报告了技术增强RA培训的积极影响，不同的技术为RA培训的不同组成部分提供了好处。人工智能提高了RA的超声解剖学知识和超声技能，而针头引导技术增强了信心，改善了针刺性能，尤其是新手。沉浸式虚拟现实允许更快速地获得针刺技能，但是当与触觉反馈技术相结合时，它的功能受到限制。用户友好的技术增强了参与者的体验并提高了对RA的信心；但是，技术辅助RA培训的局限性限制了其广泛使用。
结论：技术增强的RA培训可以提供积极有效的学习体验，有可能减少与获得RA熟练程度相关的陡峭学习曲线。RA教育的综合方法，使用技术和传统方法，应保持不变，因为没有单一的方法可以提供全面的RA训练。
