Indianapolis, Ind. From the Division of Plastic Surgery, Riley Hospital for Children, Indiana University Medical Center; the School of Medicine, Indiana University; and the Division of Oral and Maxillofacial Surgery, Indiana University School of Dentistry.
Plast Reconstr Surg. 2013 Jul;132(1):101e-109e. doi: 10.1097/PRS.0b013e3182910aa9.
The authors present a prospective, randomized, blinded trial comparing the educational efficacy of digital animation versus a textbook in teaching the Ivy loop technique to novice learners.
Medical student volunteers (n = 32) were anonymously videotaped as they fastened dental wire to the teeth of a skull model (preintervention analysis) and then were randomly assigned to one of two study groups. The animation and text groups (n = 16 each) were shown either a digital animation or textbook demonstrating the Ivy loop surgical technique. Volunteers were then videotaped as they performed the technique (postintervention analysis). Volunteers were then shown the educational material provided to the other study group and given a validated educational survey to compare the educational value of both materials. Preintervention and postintervention video recordings were graded using a validated surgical competency scale. Surgical performance grades, time to task completion, and educational survey scores were compared.
Preintervention analysis performance scores did not significantly differ between the animation and text groups (10.7 [2.8] versus 11.1 [3.9]; p = 0.74), but postintervention analysis demonstrated significantly higher performance scores in the animation group (18.8 [2.9] versus 13.0 [3.5]; p < 0.001). Time to task completion was similar. The educational survey demonstrated significantly higher scores in the animation group.
A prospective, randomized, blinded study comparing the educational efficacy of a surgical textbook to digital animation demonstrates that, in novice learners, digital animation is a more effective tool for learning the Ivy loop technique. Test takers found digital animation to be the superior educational medium.
作者进行了一项前瞻性、随机、盲法试验，比较了数字动画与教科书在向新手学习者传授 Ivy 环技术方面的教育效果。
医学生志愿者（n = 32）在将牙线固定到骷髅模型的牙齿上（干预前分析）后被匿名录像，然后随机分为两组。动画组和文本组（每组 n = 16）分别观看数字动画或教科书演示 Ivy 环手术技术。然后，志愿者们被要求在录像中展示他们所学到的技术（干预后分析）。之后，志愿者们观看了另一个学习小组所使用的教育材料，并接受了一项验证性的教育调查，以比较两种材料的教育价值。干预前后的录像评分采用经过验证的手术能力量表。比较手术表现评分、完成任务的时间和教育调查分数。
干预前分析，动画组和文本组的表现评分没有显著差异（10.7 [2.8] 与 11.1 [3.9]；p = 0.74），但干预后分析显示动画组的表现评分显著更高（18.8 [2.9] 与 13.0 [3.5]；p < 0.001）。完成任务的时间相似。教育调查显示动画组的得分显著更高。
一项前瞻性、随机、盲法研究比较了手术教科书和数字动画的教育效果，结果表明在新手学习者中，数字动画是学习 Ivy 环技术的更有效工具。测试者发现数字动画是更好的教育媒介。
