Goodarzi Amir, Monti Sara, Lee Darrin, Girgis Fady
Department of Neurosurgery, University of California Davis Medical Center, Sacramento, California, USA.
Department of Speech, Language, and Hearing Sciences, University of Arizona, Tucson, Arizona, USA.
World Neurosurg. 2017 Nov;107:35-39. doi: 10.1016/j.wneu.2017.07.119. Epub 2017 Jul 29.
The teaching of neuroanatomy in medical education has historically been based on didactic instruction, cadaveric dissections, and intraoperative experience for students. Multiple novel 3-dimensional (3D) modalities have recently emerged. Among these, stereoscopic anaglyphic video is easily accessible and affordable, however, its effects have not yet formally been investigated.
This study aimed to investigate if 3D stereoscopic anaglyphic video instruction in neuroanatomy could improve learning for content-naive students, as compared with 2-dimensional (2D) video instruction.
A single-site controlled prospective case control study was conducted at the School of Education. Content knowledge was assessed at baseline, followed by the presentation of an instructional neuroanatomy video. Participants viewed the video in either 2D or 3D format and then completed a written test of skull base neuroanatomy. Pretest and post-test performances were analyzed with independent Student's t-tests and analysis of covariance.
Our study was completed by 249 subjects. At baseline, the 2D (n = 124, F = 97) and 3D groups (n = 125, F = 96) were similar, although the 3D group was older by 1.7 years (P = 0.0355) and the curricula of participating classes differed (P < 0.0001). Average scores for the 3D group were higher for both pretest (2D, M = 19.9%, standard deviation [SD] = 12.5% vs. 3D, M = 23.9%, SD = 14.9%, P = 0.0234) and post-test performances (2D, M = 68.5%, SD = 18.6% vs. 3D, M = 77.3%, SD = 18.8%, P = 0.003), but the magnitude of improvement across groups did not reach statistical significance (2D, M = 48.7%, SD = 21.3%, vs. 3D, M = 53.5%, SD = 22.7%, P = 0.0855).
Incorporation of 3D video instruction into curricula without careful integration is insufficient to promote learning over 2D video.
在医学教育中，神经解剖学的教学历来基于讲授式教学、尸体解剖以及学生的术中体验。近年来出现了多种新型三维（3D）教学模式。其中，立体互补色视频易于获取且成本较低，然而其效果尚未得到正式研究。
本研究旨在探究与二维（2D）视频教学相比，神经解剖学的3D立体互补色视频教学能否提高零基础学生的学习效果。
在教育学院开展了一项单中心对照前瞻性病例对照研究。在基线时评估内容知识，随后播放一段神经解剖学教学视频。参与者以2D或3D格式观看视频，然后完成一项颅底神经解剖学的书面测试。采用独立样本t检验和协方差分析对测试前和测试后的表现进行分析。
本研究共有249名受试者完成。在基线时，2D组（n = 124，F = 97）和3D组（n = 125，F = 96）相似，尽管3D组年龄大1.7岁（P = 0.0355），且参与课程的课程设置不同（P < 0.0001）。3D组的测试前平均成绩（2D组，M = 19.9%，标准差[SD] = 12.5%；3D组，M = 23.9%，SD = 14.9%，P = 0.0234）和测试后成绩（2D组，M = 68.5%，SD = 18.6%；3D组，M = 77.3%，SD = 18.8%，P = 0.003）均更高，但两组间提高幅度未达到统计学显著性（2D组，M = 48.7%，SD = 21.3%；3D组，M = 53.5%，SD = 22.7%，P = 0.0855）。
在课程中引入3D视频教学而不进行精心整合，不足以比2D视频更有效地促进学习。
