Event Title
3‐D Videography: The Cutting Edge of Surgical Skill Acquisition
Start Date
5-10-2011 12:00 PM
End Date
5-10-2011 1:00 PM
Abstract
BACKGROUND: The process of learning technical skills is key to the success of any aspiring surgeon. The acquisition of new skills has been shown to be influenced greatly by visual‐spatial ability (VSA) and may be difficult for some learners to rapidly assimilate. In many instances, the role of VSA on the acquisition of learning a technical skill has been explored; however few studies have probed the impact of a 3‐D video learning module on the acquisition of surgical skills.
OBJECTIVES: This study aims to capture spatially complex translational flaps using 3‐D videography and implement the footage into an e‐learning module. The second aim is to assess the role of 3‐D video as a medium to support skill acquisition in novices using e‐learning modules.
HYPOTHESIS: The influence of 3‐D learning modules as training tools will correlate positively with VSA and thus, skill acquisition and performance compared to a 2‐D video module of the same lesson.
RESULTS: No significant difference was observed between the mean score of the two video treatment groups. This is supplemented with a trend where students prefer 3‐D treatments as learning tools and exhibit interest in learning additional, more complex surgical procedures in 3‐D.
CONCLUSIONS: Despite a wealth of literature that suggests that 3‐D correlates directly to enhanced skill acquisition, this study did not recover significant results contributing to increased performance. This topic will continue to be explored using more complex procedures which capitalize on depth perception.
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3‐D Videography: The Cutting Edge of Surgical Skill Acquisition
BACKGROUND: The process of learning technical skills is key to the success of any aspiring surgeon. The acquisition of new skills has been shown to be influenced greatly by visual‐spatial ability (VSA) and may be difficult for some learners to rapidly assimilate. In many instances, the role of VSA on the acquisition of learning a technical skill has been explored; however few studies have probed the impact of a 3‐D video learning module on the acquisition of surgical skills.
OBJECTIVES: This study aims to capture spatially complex translational flaps using 3‐D videography and implement the footage into an e‐learning module. The second aim is to assess the role of 3‐D video as a medium to support skill acquisition in novices using e‐learning modules.
HYPOTHESIS: The influence of 3‐D learning modules as training tools will correlate positively with VSA and thus, skill acquisition and performance compared to a 2‐D video module of the same lesson.
RESULTS: No significant difference was observed between the mean score of the two video treatment groups. This is supplemented with a trend where students prefer 3‐D treatments as learning tools and exhibit interest in learning additional, more complex surgical procedures in 3‐D.
CONCLUSIONS: Despite a wealth of literature that suggests that 3‐D correlates directly to enhanced skill acquisition, this study did not recover significant results contributing to increased performance. This topic will continue to be explored using more complex procedures which capitalize on depth perception.