<unk> s are generally used to train medical students and surgeons in specific types of procedures without the use of animals or cadavers before working with live patients. They are best suited for two types of skills needed for<unk> , eye–hand coordination and the ability to perform three dimensional actions using a two-dimensional screen as a guide. Eye–hand coordination is improved because the simulation can give both visual feedback, by way of a screen, as well as tactile feedback that simulates the manipulation of organs and tissue. This kind of virtual reality is most often used in the training of surgeons in laparoscopic procedures, as in reality it is not possible to see the operation being performed. The<unk>  uses a computer screen displaying a three-dimensional graphic of the organs being operated on. Various surgical tools or gloves are connected to motion sensors and haptic or tactile feedback mechanisms where the user can physically feel the difference in simulated tissue and organs. The user can "perform<unk> " upon the virtual organs by manipulating the tools, which are also displayed on the screen as the user moves them, and the tools also provide force-feedback and collision detection to indicate to the user when they are pushing on or moving some organs or tissue. By inputting data from computerized tomography (CT) and magnetic resonance imaging (MRI) scans the patient can be replicated in the virtual environment. The simulations can also provide more intensive training activity with the introduction of rare pathological cases and complications. However, the use of these<unk> s has its limitations. While significant gains have been seen with their use in novices, their effectiveness diminishes as the procedure is repeated with students reaching a plateau. For more experienced surgeons, the use of these<unk> s have had very limited use.
Surgery simulator
Imaging phantom
Biological specimen
Ultrasound research interface
French catheter scale
X-ray marker
Infusion set
Safety syringe