Department of Surgical Affairs, Royal College of Surgeons in Ireland, Dublin.
Department of Surgical Affairs, Royal College of Surgeons in Ireland, Dublin.
J Surg Educ. 2018 Jul-Aug;75(4):993-1000. doi: 10.1016/j.jsurg.2017.10.010. Epub 2017 Nov 6.
Although two-dimensional (2D) and three-dimensional videos have traditionally provided foundations for reviewing operative procedures, the recent 360º format may provide new dimensions to surgical education. This study sought to describe the production of a high quality 360º video for an index-operation (augmented with educational material), while evaluating for variances in attentiveness, information retention, and appraisal compared to 2D.
A 6-camera synchronised array (GoPro Omni, [California, United States]) was suspended inverted and recorded an elective laparoscopic cholecystectomy in 2016. A single-blinded randomised cross-over study was performed to evaluate this video in 360º vs 2D formats. Group A experienced the 360º video using Samsung (Suwon, South-Korea) GearVR virtual-reality headsets, followed by the 2D experience on a 75-inch television. Group B were reversed. Each video was probed at designated time points for engagement levels and task-unrelated images or thoughts. Alternating question banks were administered following each video experience. Feedback was obtained via a short survey at study completion.
The New Academic and Education Building (NAEB) in Dublin, Royal College of Surgeons in Ireland, July 2017.
Preclinical undergraduate students from a medical university in Ireland.
Forty students participated with a mean age of 23.2 ± 4.5 years and equal sex involvement. The 360º video demonstrated significantly higher engagement (p < 0.01) throughout the experience and lower task-unrelated images or thoughts (p < 0.01). Significant variances in information retention between the 2 groups were absent (p = 0.143) but most (65%) reported the 360º video as their learning platform of choice. Mean appraisal levels for the 360º platform were positive with mean responses of >8/10 for the platform for learning, immersion, and entertainment.
This study describes the successful development and evaluation of a 360º operative video. This new video format demonstrated significant engagement and attentiveness benefits compared to traditional 2D formats. This requires further evaluation in the field of technology enhanced learning.
虽然二维（2D）和三维视频传统上为审查手术操作提供了基础，但最近的 360°格式可能为外科教育提供新的维度。本研究旨在描述为一项索引手术（辅以教育材料）制作高质量 360°视频的过程，同时评估与 2D 相比，在注意力、信息保留和评估方面的差异。
一个由 6 个相机组成的同步阵列（美国加利福尼亚州的 GoPro Omni）倒置悬挂并记录了 2016 年的选择性腹腔镜胆囊切除术。进行了一项单盲随机交叉研究，以评估 360°和 2D 格式的视频。组 A 使用三星（韩国水原）GearVR 虚拟现实耳机体验 360°视频，然后在 75 英寸电视上体验 2D 体验。组 B 则相反。在每个视频的指定时间点探查参与度以及与任务无关的图像或想法。在每个视频体验后，进行交替的题库。在研究完成时通过简短的调查获得反馈。
都柏林的新学术和教育大楼（NAEB），爱尔兰皇家外科医学院，2017 年 7 月。
来自爱尔兰一所医科大学的预科本科生。
40 名学生参加了研究，平均年龄为 23.2±4.5 岁，性别比例相等。360°视频在整个体验过程中表现出明显更高的参与度（p<0.01），并且与任务无关的图像或想法明显减少（p<0.01）。两组之间的信息保留率存在显著差异（p=0.143），但大多数（65%）人表示 360°视频是他们的首选学习平台。360°平台的平均评价水平为正，对学习、沉浸和娱乐平台的平均评价均>8/10。
本研究描述了 360°手术视频的成功开发和评估。与传统的 2D 格式相比，这种新的视频格式显示出明显的参与度和注意力优势。这需要在技术增强学习领域进一步评估。
