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Anderson SJ, Warren AL, Abdullayeva N, Krigolson O, Hecker KG. Pathologists aren't pigeons: exploring the neural basis of visual recognition and perceptual expertise in pathology. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023; 28:1579-1592. [PMID: 37184677 DOI: 10.1007/s10459-023-10232-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/27/2022] [Accepted: 04/21/2023] [Indexed: 05/16/2023]
Abstract
Visual (perceptual) reasoning is a critical skill in many medical specialties, including pathology, diagnostic imaging, and dermatology. However, in an ever-compressed medical curriculum, learning and practicing this skill can be challenging. Previous studies (including work with pigeons) have suggested that using reward-feedback-based activities, novices can gain expert levels of visual diagnostic accuracy in shortened training times. But is this level of diagnostic accuracy a result of image recognition (categorization) or is it the acquisition of diagnostic expertise? To answer this, the authors measured electroencephalographic data (EEG) and two components of the human event-related brain potential (reward positivity and N170) to explore the nature of visual expertise in a novice-expert study in pathology visual diagnosis. It was found that the amplitude of the reward positivity decreased with learning in novices (suggesting a decrease in reliance on feedback, as in other studies). However, this signal remained significantly different from the experts whose reward positivity signal did not change over the course of the experiment. There were no changes in the amplitude of the N170 (a reported neural marker of visual expertise) in novices over time. Novice N170 signals remained statistically and significantly lower in amplitude compared to experts throughout task performance. These data suggest that, while novices gained the ability to recognize (categorize) pathologies through reinforcement learning as quantified by the change in reward positivity, increased accuracy, and decreased time for responses, there was little change in the neural marker associated with visual expertise (N170). This is consistent with the multi-dimensional and complex nature of visual expertise and provides insight into future training programs for novices to bridge the expertise gap.
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Affiliation(s)
- Sarah J Anderson
- Faculty of Veterinary Medicine, University of Calgary, Calgary, AB, Canada
- Department of Cell Biology and Anatomy, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Amy L Warren
- Faculty of Veterinary Medicine, University of Calgary, Calgary, AB, Canada
| | - Nia Abdullayeva
- Department of Biological Sciences, Faculty of Science, University of Calgary, Calgary, AB, Canada
| | - Olav Krigolson
- Neuroscience Graduate Program, University of Victoria, Victoria, BC, Canada
| | - Kent G Hecker
- Faculty of Veterinary Medicine, University of Calgary, Calgary, AB, Canada.
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.
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Liu L, Yu B, Xu L, Wang S, Zhao L, Wu H. Comparison of stereopsis thresholds measured with conventional methods and a new eye tracking method. PLoS One 2023; 18:e0293735. [PMID: 37917615 PMCID: PMC10621823 DOI: 10.1371/journal.pone.0293735] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 10/18/2023] [Indexed: 11/04/2023] Open
Abstract
PURPOSE Stereopsis is the ability to perceive depth using the slightly different views from two eyes. This study aims to conduct innovative stereopsis tests using the objective data outputted by eye tracking technology. METHODS A laptop and an eye tracker were used to establish the test system. Anaglyphic glasses were employed to execute the stereopsis assessment. The test symbol employed was devised to emulate the quantitative measurement component of the Random Dot 3 Stereo Acuity Test. Sub-pixel technology was used to increase the disparity accuracy of test pages. The tested disparities were: 160″, 100″, 63″, 50″, 40″, 32″, 25″, 20″, 16″, and 12.5″. The test was conducted at a distance of 0.65m. Conventional and eye tracking stereopsis assessments were conducted on 120 subjects. Wilcoxon signed-rank test was used to test the difference, while the Bland-Altman method was used to test the consistency between the two methods. RESULTS The Wilcoxon signed-rank test showed no significant difference between conventional and eye tracking thresholds of stereopsis (Z = -1.497, P = 0.134). There was a high level of agreement between the two methods using Bland- Altman statistical analysis (The 95 per cent limits of agreement were -0.40 to 0.47 log arcsec). CONCLUSIONS Stereoacuity can be evaluated utilizing an innovative stereopsis measurement system grounded in eye tracking technology.
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Affiliation(s)
- Lu Liu
- Department of Optometry, The Second Hospital of Jilin University, Changchun, China
| | - Bo Yu
- Department of Optometry, The Second Hospital of Jilin University, Changchun, China
| | - Lingxian Xu
- Department of Optometry, The Second Hospital of Jilin University, Changchun, China
| | - Shiyi Wang
- Department of Optometry, The Second Hospital of Jilin University, Changchun, China
| | - Lingzhi Zhao
- Department of Optometry, The Second Hospital of Jilin University, Changchun, China
| | - Huang Wu
- Department of Optometry, The Second Hospital of Jilin University, Changchun, China
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Campo A, Michałko A, Van Kerrebroeck B, Stajic B, Pokric M, Leman M. The assessment of presence and performance in an AR environment for motor imitation learning: A case-study on violinists. COMPUTERS IN HUMAN BEHAVIOR 2023; 146:107810. [PMID: 37663430 PMCID: PMC10305781 DOI: 10.1016/j.chb.2023.107810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 05/02/2023] [Accepted: 05/04/2023] [Indexed: 09/05/2023]
Abstract
The acquisition of advanced gestures is a challenge in various domains of proficient sensorimotor performance. For example, orchestral violinists must move in sync with the lead violinist's gestures. To help train these gestures, an educational music play-back system was developed using a HoloLens 2 simulated AR environment and an avatar representation of the lead violinist. This study aimed to investigate the impact of using a 2D or 3D representation of the lead violinist's avatar on students' learning experience in the AR environment. To assess the learning outcome, the study employed a longitudinal experiment design, in which eleven participants practiced two pieces of music in four trials, evenly spaced over a month. Participants were asked to mimic the avatar's gestures as closely as possible when it came to using the bow, including bowing, articulations, and dynamics. The study compared the similarities between the avatar's gestures and those of the participants at the biomechanical level, using motion capture measurements, as well as the smoothness of the participants' movements. Additionally, presence and perceived difficulty were assessed using questionnaires. The results suggest that using a 3D representation of the avatar leads to better gesture resemblance and a higher experience of presence compared to a 2D representation. The 2D representation, however, showed a learning effect, but this was not observed in the 3D condition. The findings suggest that the 3D condition benefits from stereoscopic information that enhances spatial cognition, making it more effective in relation to sensorimotor performance. Overall, the 3D condition had a greater impact on performance than on learning. This work concludes with recommendations for future efforts directed towards AR-based advanced gesture training to address the challenges related to measurement methodology and participants' feedback on the AR application.
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Affiliation(s)
- Adriaan Campo
- Department of Art, Music and Theatre Sciences, Faculty of Arts and Philosophy, Institute for Psychoacoustics and Electronic Music (IPEM), Ghent University, Miriam Makebaplein 1, B-9000, Gent België, Belgium
| | - Aleksandra Michałko
- Department of Art, Music and Theatre Sciences, Faculty of Arts and Philosophy, Institute for Psychoacoustics and Electronic Music (IPEM), Ghent University, Miriam Makebaplein 1, B-9000, Gent België, Belgium
| | - Bavo Van Kerrebroeck
- Department of Art, Music and Theatre Sciences, Faculty of Arts and Philosophy, Institute for Psychoacoustics and Electronic Music (IPEM), Ghent University, Miriam Makebaplein 1, B-9000, Gent België, Belgium
| | | | | | - Marc Leman
- Department of Art, Music and Theatre Sciences, Faculty of Arts and Philosophy, Institute for Psychoacoustics and Electronic Music (IPEM), Ghent University, Miriam Makebaplein 1, B-9000, Gent België, Belgium
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4
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The utility of a structured, interactive cardiac anatomy teaching session for resident education. Cardiol Young 2023; 33:208-212. [PMID: 35450549 DOI: 10.1017/s1047951122000440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND Paediatric residents are often taught cardiac anatomy with two-dimensional images of heart specimens, or via imaging such as echocardiography or computed tomography. This study aimed to determine if the use of a structured, interactive, teaching session using heart specimens with CHD would be effective in teaching the concepts of cardiac anatomy. METHODS The interest amongst paediatric residents of a cardiac anatomy session using heart specimens was assessed initially by circulating a survey. Next, four major cardiac lesions were identified to be of interest: atrial septal defect, ventricular septal defect, tetralogy of Fallot, and transposition. A list of key structures and anatomic concepts for these lesions was developed, and appropriate specimens demonstrating these features were identified by a cardiac morphologist. A structured, interactive, teaching session was then held with the paediatric residents using the cardiac specimens. The same 10-question assessment was administered at the beginning and end of the session. RESULTS The initial survey demonstrated that all the paediatric residents had an interest in a cardiac anatomy teaching session. A total of 24 participated in the 2-hour session. The median pre-test score was 45%, compared to a median post-test score of 90% (p < 0.01). All paediatric residents who completed a post-session survey indicated that the session was a good use of educational time and contributed to increasing their knowledge base. They expressed great interest in future sessions. CONCLUSION A 2-hour hands-on cardiac anatomy teaching session using cardiac specimens can successfully highlight key anatomic concepts for paediatric residents.
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Bogomolova K, Vorstenbosch MATM, El Messaoudi I, Holla M, Hovius SER, van der Hage JA, Hierck BP. Effect of binocular disparity on learning anatomy with stereoscopic augmented reality visualization: A double center randomized controlled trial. ANATOMICAL SCIENCES EDUCATION 2023; 16:87-98. [PMID: 34894205 PMCID: PMC10078652 DOI: 10.1002/ase.2164] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Revised: 12/05/2021] [Accepted: 12/09/2021] [Indexed: 06/01/2023]
Abstract
Binocular disparity provides one of the important depth cues within stereoscopic three-dimensional (3D) visualization technology. However, there is limited research on its effect on learning within a 3D augmented reality (AR) environment. This study evaluated the effect of binocular disparity on the acquisition of anatomical knowledge and perceived cognitive load in relation to visual-spatial abilities. In a double-center randomized controlled trial, first-year (bio)medical undergraduates studied lower extremity anatomy in an interactive 3D AR environment either with a stereoscopic 3D view (n = 32) or monoscopic 3D view (n = 34). Visual-spatial abilities were tested with a mental rotation test. Anatomical knowledge was assessed by a validated 30-item written test and 30-item specimen test. Cognitive load was measured by the NASA-TLX questionnaire. Students in the stereoscopic 3D and monoscopic 3D groups performed equally well in terms of percentage correct answers (written test: 47.9 ± 15.8 vs. 49.1 ± 18.3; P = 0.635; specimen test: 43.0 ± 17.9 vs. 46.3 ± 15.1; P = 0.429), and perceived cognitive load scores (6.2 ± 1.0 vs. 6.2 ± 1.3; P = 0.992). Regardless of intervention, visual-spatial abilities were positively associated with the specimen test scores (η2 = 0.13, P = 0.003), perceived representativeness of the anatomy test questions (P = 0.010) and subjective improvement in anatomy knowledge (P < 0.001). In conclusion, binocular disparity does not improve learning anatomy. Motion parallax should be considered as another important depth cue that contributes to depth perception during learning in a stereoscopic 3D AR environment.
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Affiliation(s)
- Katerina Bogomolova
- Department of SurgeryLeiden University Medical CenterLeidenthe Netherlands
- Center for Innovation of Medical EducationLeiden University Medical CenterLeidenthe Netherlands
| | | | - Inssaf El Messaoudi
- Department of OrthopedicsFaculty of MedicineRadboud University Medical CenterNijmegenthe Netherlands
| | - Micha Holla
- Department of OrthopedicsFaculty of MedicineRadboud University Medical CenterNijmegenthe Netherlands
| | - Steven E. R. Hovius
- Department of Plastic and Reconstructive SurgeryRadboud University Medical CenterNijmegenthe Netherlands
| | - Jos A. van der Hage
- Department of SurgeryLeiden University Medical CenterLeidenthe Netherlands
- Center for Innovation of Medical EducationLeiden University Medical CenterLeidenthe Netherlands
| | - Beerend P. Hierck
- Department of Anatomy and PhysiologyClinical Sciences, Veterinary Medicine FacultyUtrechtthe Netherlands
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Toy S, Huh DD, Materi J, Nanavati J, Schwengel DA. Use of neuroimaging to measure neurocognitive engagement in health professions education: a scoping review. MEDICAL EDUCATION ONLINE 2022; 27:2016357. [PMID: 35012424 PMCID: PMC8757598 DOI: 10.1080/10872981.2021.2016357] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Revised: 11/19/2021] [Accepted: 12/07/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE To map the current literature on functional neuroimaging use in medical education research as a novel measurement modality for neurocognitive engagement, learning, and expertise development. METHOD We searched PubMed, Embase, Cochrane, ERIC, and Web of Science, and hand-searched reference lists of relevant articles on April 4, 2019, and updated the search on July 7, 2020. Two authors screened the abstracts and then full-text articles for eligibility based on inclusion criteria. The data were then charted, synthesized, and analyzed descriptively. RESULTS Sixty-seven articles published between 2007 and 2020 were included in this scoping review. These studies used three main neuroimaging modalities: functional magnetic resonance imaging, functional near-infrared spectroscopy, and electroencephalography. Most of the publications (90%, n = 60) were from the last 10 years (2011-2020). Although these studies were conducted in 16 countries, 68.7% (n = 46) were from three countries: the USA (n = 21), UK (n = 15), and Canada (n = 10). These studies were mainly non-experimental (74.6%, n = 50). Most used neuroimaging techniques to examine psychomotor skill development (57%, n = 38), but several investigated neurocognitive correlates of clinical reasoning skills (22%, n = 15). CONCLUSION This scoping review maps the available literature on functional neuroimaging use in medical education. Despite the heterogeneity in research questions, study designs, and outcome measures, we identified a few common themes. Included studies are encouraging of the potential for neuroimaging to complement commonly used measures in education research and may help validate/challenge established theoretical assumptions and provide insight into training methods. This review highlighted several areas for further research. The use of these emerging technologies appears ripe for developing precision education, establishing viable study protocols for realistic operational settings, examining team dynamics, and exploring applications for real-time monitoring/intervention during critical clinical tasks.
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Affiliation(s)
- Serkan Toy
- Department of Anesthesiology & Critical Care Medicine, The Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Dana D Huh
- The Johns Hopkins School of Medicine, Baltimore, Maryland, USA
| | - Joshua Materi
- The Johns Hopkins School of Medicine, Baltimore, Maryland, USA
| | - Julie Nanavati
- Welch Medical Library, The Johns Hopkins School of Medicine, Baltimore, Maryland, USA
| | - Deborah A. Schwengel
- Department of Anesthesiology & Critical Care Medicine, The Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Ho S, Liu P, Palombo DJ, Handy TC, Krebs C. The role of spatial ability in mixed reality learning with the HoloLens. ANATOMICAL SCIENCES EDUCATION 2022; 15:1074-1085. [PMID: 34694737 DOI: 10.1002/ase.2146] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Revised: 09/21/2021] [Accepted: 10/23/2021] [Indexed: 06/13/2023]
Abstract
The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality (β = 0.21, P = 0.003), but not when using a plastic model (β = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface.
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Affiliation(s)
- Simon Ho
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Pu Liu
- Department of Cellular and Physiological Sciences, University of British Columbia, Vancouver, British Columbia, Canada
| | - Daniela J Palombo
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Todd C Handy
- Department of Psychology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Claudia Krebs
- Department of Cellular and Physiological Sciences, University of British Columbia, Vancouver, British Columbia, Canada
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Er K, Patsalis D, Katsigiannis S, Schmieder K, Baskaya MK, Gierthmuehlen M. Brainatomy-Demystifying the Temporal Bone, Rule of 3-2-1. Oper Neurosurg (Hagerstown) 2022; 22:35-43. [PMID: 35007241 DOI: 10.1227/ons.0000000000000049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Accepted: 08/04/2021] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND The temporal bone is difficult to comprehend in three-dimensional (3D) space. We provide a novel 3D mental model of the temporal bone which helps clinicians and surgeons dealing with it in teaching, diagnosing, conservative managements, and preoperative and intraoperative orientation. This study is part of the scientific project Brainatomy. OBJECTIVE To analyze and simplify the temporal bone anatomy to enhance its comprehension and long-term retention. METHODS The study was conducted at the Neurosurgical Department of the University Hospital of Bochum, Germany. We retrospectively analyzed data sets of 221 adult patients who underwent computed tomography (CT) of the skull (n = 167) and magnetic resonance imaging (MRI) of the brain (n = 54). A total of 142 patients with their respective imaging scans remained in our pool of interest after excluding 79 scans. The raw digital imaging and communications in medicine scans were transformed into 3D objects. Spatial analyses were then conducted, and all collected data were used to create our own 3D model of the temporal bone. RESULTS We define the temporal bone as a prism-shaped model and divide it into 6 compartments: apex, neurovascular, mastoid, blank, tympanic, and temporomandibular compartments. The division into compartments has been achieved with the "Rule of 3-2-1." Finally, the 3D model has been used to record a video (Video), using a novel and "easy-to-follow" didactic approach. CONCLUSION This simplified 3D model along with the corresponding video (Video) potentially enhances the efficiency of studying temporal none anatomy with a novel "easy-to-follow" approach.
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Affiliation(s)
- Kadir Er
- Department of Neurosurgery, University Hospital Bochum, Bochum, Germany
| | | | | | - Kirsten Schmieder
- Department of Neurosurgery, University Hospital Bochum, Bochum, Germany
| | - Mustafa K Baskaya
- Department of Neurosurgery, University of Wisconsin, Madison, Madison, Wisconsin, USA
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Choi KS, Lee H, Park G, Han C. Virtual Reality Program in Cybercrime Investigation: A Pilot Study Examining Search and Seizure of Digital Evidence Practice. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2022; 25:43-50. [PMID: 34788153 DOI: 10.1089/cyber.2020.0894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Cybercrimes are developing at a rapid pace, forcing investigative methods to follow suit through the implementation of integrated virtual reality (VR) techniques. The current study discusses preliminary findings from the utilization of VR training in cyber investigations, particularly in search and seizure procedures. Using a three-stage training, students were assessed on the use of a VR program through pre- and post-testing and in-depth interviews. These findings indicated that VR training helped students understand and reinforce concepts, procedures, and techniques of cyber investigation. These findings signified how pivotal it is to integrate VR training in academia and forensic departments. Cybercrime investigation training is expected to both quickly and efficiently incorporate technological and industrial advancements accompanying the Fourth Industrial Revolution so that newly discovered and sophisticated cybercrimes can be prevented as soon as possible. Ultimately, the training will aid investigators in creating efficient and effective countermeasures while alleviating burdens on the investigation.
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Affiliation(s)
- Kyung-Shick Choi
- Department of Applied Social Sciences, Boston University, Boston, Massachusetts, USA
| | - Hannarae Lee
- Department of Criminal Justice, and Bridgewater State University, Bridgewater, Massachusetts, USA
| | - Gibeom Park
- Department of Computer Science, Bridgewater State University, Bridgewater, Massachusetts, USA
| | - Chiho Han
- Department of Computer Science, Bridgewater State University, Bridgewater, Massachusetts, USA
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Bogomolova K, Hierck BP, Looijen AEM, Pilon JNM, Putter H, Wainman B, Hovius SER, van der Hage JA. Stereoscopic three-dimensional visualisation technology in anatomy learning: A meta-analysis. MEDICAL EDUCATION 2021; 55:317-327. [PMID: 32790885 PMCID: PMC7984401 DOI: 10.1111/medu.14352] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 08/04/2020] [Accepted: 08/10/2020] [Indexed: 05/09/2023]
Abstract
OBJECTIVES The features that contribute to the apparent effectiveness of three-dimensional visualisation technology [3DVT] in teaching anatomy are largely unknown. The aim of this study was to conduct a systematic review and meta-analysis of the role of stereopsis in learning anatomy with 3DVT. METHODS The review was conducted and reported according to PRISMA Standards. Literature search of English articles was performed using EMBASE, MEDLINE, CINAHL EBSCOhost, ERIC EBSCOhost, Cochrane CENTRAL, Web of Science and Google Scholar databases until November 2019. Study selection, data extraction and study appraisal were performed independently by two authors. Articles were assessed for methodological quality using the Medical Education Research Study Quality Instrument and the Cochrane Collaboration's tool for assessing the risk of bias. For quantitative analysis, studies were grouped based on relative between-intervention differences in instructional methods and type of control conditions. RESULTS A total of 3934 citations were obtained of which 67 underwent a full-text review. Ultimately, 13 randomised controlled trials were included in the meta-analysis. When interactive, stereoscopic 3D models were compared to interactive, monoscopic 3D models within a single level of instructional design, for example isolating stereopsis as the only true manipulated element in the experimental design, an effect size [ES] of 0.53 (95% confidence interval [CI] 0.26-0.80; P < .00001) was found. In comparison with 2D images within multiple levels of instructional design, an effect size of 0.45 (95% CI 0.10-0.81; P < .002) was found. Stereopsis had no effect on learning when utilised with non-interactive 3D images (ES = -0.87, 95% CI -2.09-0.35; P = .16). CONCLUSION Stereopsis is an important distinguishing element of 3DVT that has a significant positive effect on acquisition of anatomical knowledge when utilised within an interactive 3D environment. A distinction between stereoscopic and monoscopic 3DVT is essential to make in anatomical education and research.
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Affiliation(s)
- Katerina Bogomolova
- Department of SurgeryFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Beerend P. Hierck
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
- Department of Anatomy and EmbryologyFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Leiden Teachers’ AcademyLeiden UniversityLeidenThe Netherlands
- Department of Medical Statistics and BioinformaticsFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
| | - Agnes E. M. Looijen
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Johanne N. M. Pilon
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Hein Putter
- Department of Medical Statistics and BioinformaticsFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
| | - Bruce Wainman
- Department of Pathology and Molecular MedicineFaculty of Health SciencesMcMaster UniversityHamiltonONCanada
| | - Steven E. R. Hovius
- Department of Plastic and Reconstructive SurgeryFaculty of MedicineRadboud University Medical CenterNijmegenThe Netherlands
| | - Jos A. van der Hage
- Department of SurgeryFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
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11
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Zhao G, Fan M, Yuan Y, Zhao F, Huang H. The comparison of teaching efficiency between virtual reality and traditional education in medical education: a systematic review and meta-analysis. ANNALS OF TRANSLATIONAL MEDICINE 2021; 9:252. [PMID: 33708879 PMCID: PMC7940910 DOI: 10.21037/atm-20-2785] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Background Virtual reality (VR) technology has developed rapidly in recent years and has been applied in many fields, including medical education. A meta-analysis was performed to compare the examination pass rate of medical students educated using VR and those receiving traditional education to evaluate the teaching effect of VR in medical education. Methods The PubMed, Springer Link, Science Direct, and Wiley Online Library were searched from inception to May 2020. Articles meeting the inclusion criteria were then evaluated, relevant information extracted and a meta-analysis conducted. Students were allocated to a VR group, those trained using VR technology, and a traditional education group, those who received a traditional medical education. Results Six studies were included in the meta-analysis. The results indicate a significant difference between the pass rate of students educated using VR and those receiving traditional medical education. The odds ratios and confidence intervals of individual studies and our meta-analysis are illustrated with a forest plot. Conclusions Students in the VR group performed better than those in the traditional education group. Teaching with VR may enhance student learning in medical education. Medical schools should consider making greater use of VR when educating students.
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Affiliation(s)
- Guanjie Zhao
- The First Clinical Medical College, Nanjing Medical University, Nanjing, China
| | - Minjie Fan
- School of Pediatrics, Nanjing Medical University, Nanjing, China
| | - Yibiao Yuan
- School of Basic Medical Sciences, Nanjing Medical University, Nanjing, China
| | - Fei Zhao
- Department of Cardiothoracic Surgery, First Affiliated Hospital of Nanjing Medical University, Nanjing, China
| | - Huaxing Huang
- The First Clinical Medical College, Nanjing Medical University, Nanjing, China
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Hunt JA, Heydenburg M, Anderson SL, Thompson RR. Does virtual reality training improve veterinary students' first canine surgical performance? Vet Rec 2020; 186:562. [PMID: 32188768 DOI: 10.1136/vr.105749] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2019] [Revised: 01/27/2020] [Accepted: 03/08/2020] [Indexed: 11/04/2022]
Abstract
BACKGROUND Virtual reality (VR) applications are effective tools in many educational disciplines. A minimally interactive VR application allowing stereoscopic viewing of surgical videos has been developed to aid veterinary students learning to perform surgery. We sought to describe how students used the VR application while preparing to perform their first canine sterilisation surgery and compare surgical performance of students who prepared using traditional methods with students who also used VR. METHODS Third-year veterinary students (n=44) were randomised into control and VR groups in a parallel superiority randomised controlled trial. All were given lectures, videos and skills practice on models. VR group students were also given a VR application and headset to view stereoscopic surgical videos. Blinded raters scored a subset of students (n=19) as they performed their first canine ovariohysterectomy. RESULTS AND CONCLUSIONS Groups spent similar time preparing to perform surgery, potentially because of the rigour of students' non-surgical course load. When VR training was added to an already comprehensive surgical skills curriculum, students watched VR videos for a median of 90 min. Groups did not differ in surgical performance scores or time. A larger study of the VR application with prescribed use guidelines would be a helpful subsequent study.
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Affiliation(s)
- Julie A Hunt
- College of Veterinary Medicine, Lincoln Memorial University, Harrogate, Tennessee, USA
| | | | - Stacy L Anderson
- College of Veterinary Medicine, Lincoln Memorial University, Harrogate, Tennessee, USA
| | - R Randall Thompson
- College of Veterinary Medicine, Lincoln Memorial University, Harrogate, Tennessee, USA
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