Icahn School of Medicine at Mount Sinai, Children's Heart Center, Mt. Sinai Hospital, 1 Gustave L Levy Place, Box 1201, New York, NY, 10029, USA.
Cardiac Registry, Boston Children's Hospital, Boston, MA, USA.
Int J Cardiovasc Imaging. 2021 Jul;37(7):2283-2290. doi: 10.1007/s10554-021-02191-6. Epub 2021 Mar 7.
Advances in virtual reality have made it possible for clinicians and trainees to interact with 3D renderings of hearts with congenital heart disease in 3D stereoscopic vision. No study to date has assessed whether this technology improved instruction compared to standard 2D interfaces. The purpose of this study was to assess whether stereoscopic virtual reality improves congenital heart disease anatomy education. Subjects in a prospective, blinded, randomized trial completed a pre-test assessing factual and visuospatial knowledge of common atrioventricular canal and were randomized to an intervention or control group based on their score. The intervention group used a 3D virtual reality (VR) headset to visualize a lecture with 3D heart models while the control group used a desktop (DT) computer interface with the same models. Subjects took a post-test and provided subjective feedback. 51 subjects were enrolled, 24 in the VR group & 27 in the DT group. The median score difference for VR subjects was 12 (IQR 9-13.3), compared to 10 (IQR 7.5-12) in the DT group. No difference in score improvement was found (p = 0.11). VR subjects' impression of the ease of use of their interface was higher than DT subjects (median 8 vs 7, respectively, p = 0.01). VR subjects' impression of their understanding of the subject matter was higher than desktop subjects (median 7 vs 5, respectively, p = 0.01). There was no statistically significant difference in the knowledge acquisition observed between the stereoscopic virtual reality group and the monoscopic desktop-based group. Participants in virtual reality reported a better learning experience and self-assessment suggesting virtual reality may increase learner engagement in understanding congenital heart disease.
虚拟现实技术的进步使得临床医生和学员能够以 3D 立体视觉与 3D 渲染的先天性心脏病心脏进行交互。迄今为止，尚无研究评估该技术与标准 2D 界面相比是否提高了教学效果。本研究旨在评估立体虚拟现实是否改善先天性心脏病解剖学教育。前瞻性、盲法、随机试验的受试者完成了一项测试，评估他们对常见房室管的事实和空间知识的了解，并根据他们的分数随机分为干预组或对照组。干预组使用 3D 虚拟现实（VR）耳机来可视化带有 3D 心脏模型的讲座，而对照组则使用具有相同模型的台式（DT）计算机接口。受试者参加了后测并提供了主观反馈。共有 51 名受试者入组，VR 组 24 名，DT 组 27 名。VR 组受试者的中位数分数差为 12（IQR 9-13.3），而 DT 组为 10（IQR 7.5-12）。两组在评分改善方面无差异（p=0.11）。VR 组对其界面易用性的印象高于 DT 组（中位数分别为 8 和 7，p=0.01）。VR 组对其对主题理解程度的印象高于桌面组（中位数分别为 7 和 5，p=0.01）。在立体虚拟现实组和单眼基于桌面的组之间观察到的知识获取没有统计学上的显著差异。虚拟现实组的参与者报告了更好的学习体验和自我评估，表明虚拟现实可能会增加学习者对理解先天性心脏病的参与度。
