Shaw LM, Arias J, Blennow K, Galasko D, Molinuevo JL, Salloway S, et al. Appropriate use criteria for lumbar puncture and cerebrospinal fluid testing in the diagnosis of Alzheimer’s disease. Alzheimer’s Dement. 2018;14:1505–21.
Wright BLC, Lai JTF, Sinclair AJ. Cerebrospinal fluid and lumbar puncture: a practical review. J Neurol. 2012;259:1530–45.
Costerus JM, Brouwer MC, van de Beek D. Technological advances and changing indications for lumbar puncture in neurological disorders. Lancet Neurol. 2018;17:268–78.
Duits FH, Martinez-Lage P, Paquet C, Engelborghs S, Lleó A, Hausner L, et al. Performance and complications of lumbar puncture in memory clinics: results of the multicenter lumbar puncture feasibility study. Alzheimer’s Dement. 2016;12:154–63.
Engelborghs S, Niemantsverdriet E, Struyfs H, Blennow K, Brouns R, Comabella M, et al. Consensus guidelines for lumbar puncture in patients with neurological diseases. Alzheimers Dement (Amst). 2017;8:111–26.
Paquet C, Latour F, Saulnier I, Hanon O. Multicenter study on lumbar puncture indication, clinical practice and feasibility. Rev Neurol (Paris). 2012;168:28–32.
Henriksen MJV, Wienecke T, Kristiansen J, Park YS, Ringsted C, Konge L. Opinion and special articles: stress when performing the first lumbar puncture may compromise patient safety. Neurology. 2018;90:981–7.
Gaubert S, Blet A, Dib F, Ceccaldi PF, Brock T, Calixte M, et al. Positive effects of lumbar puncture simulation training for medical students in clinical practice. BMC Med Educ. 2021;21:18.
Lydon S, Reid McDermott B, Ryan E, O’Connor P, Dempsey S, Walsh C, et al. Can simulation-based education and precision teaching improve pediatric trainees’ behavioral fluency in performing lumbar puncture? A pilot study. BMC Med Educ. 2019;19.
Barsuk JH, Cohen ER, Caprio T, McGaghie WC, Simuni T, Wayne DB. Simulation-based education with mastery learning improves residents’ lumbar puncture skills. Neurology. 2012;79:132–7.
Akaishi Y, Okada Y, Lee-Jayaram J, Seo JS, Yamada T, Berg BW. Validity evidence of a task trainer for normal and difficult lumbar puncture: a cross-sectional study. Medicine (Baltimore). 2020;99:e22622.
Zhao J, Xu X, Jiang H, Ding Y. The effectiveness of virtual reality-based technology on anatomy teaching: a meta-analysis of randomized controlled studies. BMC Med Educ. 2020;20:127.
Sattler LA, Schuety C, Nau M, Foster DV, Hunninghake J, Sjulin T, et al. Simulation-based medical education improves procedural confidence in Core invasive procedures for military internal medicine residents. Curious. 2020;12:e11998.
Pottle J. Virtual reality and the transformation of medical education. Future Healthc J. 2019;6:181–5.
Mansoory MS, Khazaei MR, Azizi SM, Niromand E. Comparison of the effectiveness of lecture instruction and virtual reality-based serious gaming instruction on the medical students’ learning outcome about approach to coma. BMC Med Educ. 2021;21:347.
Bailenson J. Experience on demand: what virtual reality is, how it works, and what it can do. New York: W.W. Norton & Company; 2018.
Hu A.E., Lee JJ. Virtual reality in education: a tool for learning in the experience age. IJIE. 2017;4:215.
Ros M, Trives JV, Lonjon N. From stereoscopic recording to virtual reality headsets: designing a new way to learn surgery. Neurochirurgie. 2017;63:1–5.
Harrington CM, Kavanagh DO, Wright Ballester G, Wright Ballester A, Dicker P, Traynor O, et al. 360° operative videos: a randomised cross-over study evaluating attentiveness and information retention. J Surg Educ. 2018;75:993–1000.
Chan V, Larson ND, Moody DA, Moyer DG, Shah NL. Impact of 360° vs 2D videos on engagement in anatomy education. Curious. 2021;13:e14260.
Ros M, Debien B, Cyteval C, Molinari N, Gatto F, Lonjon N. Applying an immersive tutorial in virtual reality to learning a new technique. Neurochirurgie. 2020;66:212–8.
Zulkiewicz BA, Boudewyns V, Gupta C, Kirschenbaum A, Lewis MA. Using 360-degree video as a research stimulus in digital health studies: lessons learned. JMIR Serious Games. 2020;8:e15422.
Arents V, de Groot PCM, Struben VMD, van Stralen KJ. Use of 360° virtual reality video in medical obstetrical education: a quasi-experimental design. BMC Med Educ. 2021;21:202.
Lohre R, Wang JC, Lewandrowski KU, Goel DP. Virtual reality in spinal endoscopy: a paradigm shift in education to support spine surgeons. J Spine Surg. 2020;6(Suppl 1):S208–23.
Taubert M, Webber L, Hamilton T, Carr M, Harvey M. Virtual reality videos used in undergraduate palliative and oncology medical teaching: results of a pilot study. BMJ Support Palliat Care. 2019;9:281–5.
Sultan L, Abuznadah W, Al-Jifree H, Khan MA, Alsaywid B, Ashour F. An experimental study on usefulness of virtual reality 360° in undergraduate medical education. Adv Med Educ Pract. 2019;10:907–16.
Samadbeik M, Yaaghobi D, Bastani P, Abhari S, Rezaee R, Garavand A. The applications of virtual reality Technology in Medical Groups Teaching. J Adv Med Educ Prof. 2018;6:123–9.
Tsvetkova DZ, Bergquist SH, Parker MW, Jarrett TL, Howell JC, Watts KD, et al. Fear and uncertainty do not influence reported willingness to undergo lumbar punctures in a US Multi-cultural cohort. Front Aging Neurosci. 2017;9:22.
von Cranach M, Backhaus T, Brich J. Medical students’ attitudes toward lumbar puncture-and how to change. Brain Behav. 2019;9:e01310.
Dehmer JJ, Amos KD, Farrell TM, Meyer AA, Newton WP, Meyers MO. Competence and confidence with basic procedural skills: the experience and opinions of fourth-year medical students at a single institution. Acad Med. 2013;88:682–7.
Stanney KM, Kennedy RS, Drexler JM. Cybersickness is not simulator sickness. Proc Hum Factors ErgonSoc Annu Meet. 1997;41:1138–42.
Stanney K, Kennedy R, Harm D, Compton D, Lanham D, Drexler J. Con.Gural scoring of simulator sickness, Cybersickness and space adaptation syndrome: similarities and differences. In: Hettinger L, Haas M, editors. Virtual and Adaptive Environments: CRC Press; 2003. p. 247–78.
Grover SC, Garg A, Scaffidi MA, Yu JJ, Plener IS, Yong E, et al. Impact of a simulation training curriculum on technical and nontechnical skills in colonoscopy: a randomized trial. Gastrointest Endosc. 2015;82:1072–9.
Ros M, Neuwirth LS, Ng S, Debien B, Molinari N, Gatto F, et al. The effects of an immersive virtual reality application in first person point-of-view (IVRA-FPV) on the learning and generalized performance of a lumbar puncture medical procedure. Educ Tech Res Dev. 2021;69:1529–56.
Fiorella L, van Gog T, Hoogerheide V, Mayer RE. It’s all a matter of perspective: viewing first-person video modeling examples promotes learning of an assembly task. J Educ Psychol. 2017;109:653–65.
Ros M, Neuwirth LS. Increasing global awareness of timely COVID-19 healthcare guidelines through FPV training tutorials: portable public health crises teaching method. Nurse Education Today. 2020;91:104479.
Sandrone S, Albert DVF, Dunham SR, Kraker J, Noviawaty I, Palm M, et al. Training in neurology: how lessons learned on teaching, well-being, and telemedicine during the COVID-19 pandemic can shape the future of neurology education. Neurology. 2021;96:e3007–10.
Stefaniak J, editor. Cases on instructional design and performance outcomes in Medical Education: IGI Global; 2020.
Mikropoulos TA, Strouboulis V. Factors that influence presence in educational virtual environments. CyberPsychol Behav. 2004;7:582–91.
Edwards C, Leira EC, Gonzalez-Alegre P. Residency training: a failed lumbar puncture is more about obesity than lack of ability. Neurology. 2015;84:e69–72.
Kim YY, Kim HJ, Kim EN, Ko HD, Kim HT. Characteristic changes in the physiological components of cybersickness. Psychophysiology. 2005;42:616–25.