Harnessing Augmented Reality and CT to Teach First-Year Medical Students Head and Neck Anatomy.
Harnessing Augmented Reality and CT to Teach First-Year Medical Students Head and Neck Anatomy.
复制标题
利用增强现实和CT来教授一年级医学生头部和颈部解剖学。
DOI：
10.1016/j.acra.2020.07.008
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发表时间：
2021-06
影响因子：
4.8
通讯作者：
Nachiappan AC
中科院分区：
文献类型：
--
作者：
Weeks JK;Pakpoor J;Park BJ;Robinson NJ;Rubinstein NA;Prouty SM;Nachiappan AC
三维（3D）可视化已被证明有利于新一代的医学生和医生在各种情况下的培训。然而，有有限的研究直接比较学生使用3Dtools后的表现，那些使用二维（2D）屏幕。在捐赠的尸体上进行CT，并创建3D CT全息图。共有30名一年级的医学生被随机分为两组，在一个包含CT的教学环节中复习头颈部解剖学。第一组使用增强现实耳机，而第二组使用笔记本电脑屏幕。学生们在会议前后进行了五个问题的解剖测试。双尾t检验用于组内和组间的测试前和测试后表现的统计比较。分发了一份反馈调查表，以获取定性数据。测试前与测试后对正确回答问题的平均百分比的比较表明，两组都显示出显着的组内改善（p < 0.05），增强现实组从59%提高到95%，屏幕组从57%提高到80%。组间分析表明，增强现实组的后测表现明显更好（p = 0.022，效应量= 0.73）。与传统的基于2D屏幕的回顾相比，沉浸式3D可视化有可能改善头部和颈部的短期解剖回忆，并让千禧一代学习者在解剖实验室中更好地学习。我们的研究结果可能反映了从基于增强现实的可视化中存在的立体深度线索中获得的额外好处。
Three-dimensional (3D) visualization has been shown to benefit new generations of medical students and physicians-in-training in a variety of contexts. However, there is limited research directly comparing student performance after using 3Dtools to those using two-dimensional (2D) screens. A CT was performed on a donated cadaver and a 3D CT hologram was created. A total of 30 first-year medical students were randomly assigned into two groups to review head and neck anatomy in a teaching session that incorporated CT. The first group used an augmented reality headset, while the second group used a laptop screen. The students were administered a five-question anatomy test before and after the session. Two-tailed t-tests were used for statistical comparison of pretest and posttest performance within and between groups. A feedback survey was distributed for qualitative data. Pretest vs. posttest comparison of average percentage of questions answered correctly demonstrated both groups showing significant in-group improvement (p < 0.05), from 59% to 95% in the augmented reality group, and from 57% to 80% in the screen group. Between-group analysis indicated that posttest performance was significantly better in the augmented reality group (p = 0.022, effect size = 0.73). Immersive 3D visualization has the potential to improve short-term anatomic recall in the head and neck compared to traditional 2D screen-based review, as well as engage millennial learners to learn better in anatomy laboratory. Our findings may reflect additional benefit gained from the stereoscopic depth cues present in augmented reality-based visualization.
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