Bogomolova Katerina, Hierck Beerend P, Looijen Agnes E M, Pilon Johanne N M, Putter Hein, Wainman Bruce, Hovius Steven E R, van der Hage Jos A
Department of Surgery, Faculty of Medicine, Leiden University Medical Center, Leiden, The Netherlands.
Faculty of Medicine, Center for Innovation of Medical Education, Leiden University Medical Center, Leiden, The Netherlands.
Med Educ. 2021 Mar;55(3):317-327. doi: 10.1111/medu.14352. Epub 2020 Sep 2.
The features that contribute to the apparent effectiveness of three-dimensional visualisation technology [3DVT] in teaching anatomy are largely unknown. The aim of this study was to conduct a systematic review and meta-analysis of the role of stereopsis in learning anatomy with 3DVT.
The review was conducted and reported according to PRISMA Standards. Literature search of English articles was performed using EMBASE, MEDLINE, CINAHL EBSCOhost, ERIC EBSCOhost, Cochrane CENTRAL, Web of Science and Google Scholar databases until November 2019. Study selection, data extraction and study appraisal were performed independently by two authors. Articles were assessed for methodological quality using the Medical Education Research Study Quality Instrument and the Cochrane Collaboration's tool for assessing the risk of bias. For quantitative analysis, studies were grouped based on relative between-intervention differences in instructional methods and type of control conditions.
A total of 3934 citations were obtained of which 67 underwent a full-text review. Ultimately, 13 randomised controlled trials were included in the meta-analysis. When interactive, stereoscopic 3D models were compared to interactive, monoscopic 3D models within a single level of instructional design, for example isolating stereopsis as the only true manipulated element in the experimental design, an effect size [ES] of 0.53 (95% confidence interval [CI] 0.26-0.80; P < .00001) was found. In comparison with 2D images within multiple levels of instructional design, an effect size of 0.45 (95% CI 0.10-0.81; P < .002) was found. Stereopsis had no effect on learning when utilised with non-interactive 3D images (ES = -0.87, 95% CI -2.09-0.35; P = .16).
Stereopsis is an important distinguishing element of 3DVT that has a significant positive effect on acquisition of anatomical knowledge when utilised within an interactive 3D environment. A distinction between stereoscopic and monoscopic 3DVT is essential to make in anatomical education and research.
三维可视化技术[3DVT]在解剖学教学中显著有效的相关特征很大程度上尚不明确。本研究旨在对立体视觉在使用3DVT学习解剖学中的作用进行系统评价和荟萃分析。
本评价按照PRISMA标准进行并报告。使用EMBASE、MEDLINE、CINAHL EBSCOhost、ERIC EBSCOhost、Cochrane CENTRAL、科学网和谷歌学术数据库检索截至2019年11月的英文文章。由两位作者独立进行研究选择、数据提取和研究评估。使用医学教育研究质量工具和Cochrane协作网评估偏倚风险的工具对文章的方法学质量进行评估。对于定量分析，根据教学方法和对照条件类型的干预间相对差异对研究进行分组。
共获得3934条引文，其中67篇进行了全文审查。最终，13项随机对照试验纳入荟萃分析。当在单一教学设计水平内将交互式立体3D模型与交互式单视3D模型进行比较时，例如在实验设计中将立体视觉作为唯一真正可操作的元素分离出来，发现效应量[ES]为0.53（95%置信区间[CI]0.26 - 0.80；P <.00001）。与多水平教学设计中的2D图像相比，发现效应量为0.45（95%CI 0.10 - 0.81；P <.002）。当与非交互式3D图像一起使用时，立体视觉对学习没有影响（ES = -0.87，95%CI -2.09 - 0.35；P =.16）。
立体视觉是3DVT的一个重要区别要素，在交互式3D环境中使用时对解剖学知识的获取有显著的积极影响。在解剖学教育和研究中，区分立体和单视3DVT至关重要。
