Lisiecki Jeffrey L, Johnson Shepard Peir, Grant David, Chung Kevin C
Section of Plastic Surgery, Department of Surgery, University of Michigan Medical School, Ann Arbor, Michigan.
Section of Plastic Surgery & Department of Orthopaedic Surgery, University of Michigan Medical School, Ann Arbor, Michigan.
Arch Plast Surg. 2022 Sep 23;49(5):676-682. doi: 10.1055/s-0042-1756351. eCollection 2022 Sep.
Virtual education is an evolving method for teaching medical learners. During the coronavirus disease 2019 pandemic, remote learning has provided a replacement for conferences, lectures, and meetings, but has not been described as a method for conducting a cadaver dissection. We aim to demonstrate how learners perceive a virtual cadaver dissection as an alternative to live dissection. A virtual cadaver dissection was performed to demonstrate several upper extremity nerve procedures. These procedures were livestreamed as part of an educational event with multimedia and interactive audience questions. Participants were queried both during and after the session regarding their perceptions of this teaching modality. Attendance of a virtual dissection held for three plastic surgery training institutions began at 100 and finished with 70 participants. Intrasession response rates from the audience varied between 68 and 75%, of which 75% strongly agreed that they were satisfied with the virtual environment. The audience strongly agreed or agreed that the addition of multimedia captions (88%), magnified video loupe views (82%), and split-screen multicast view (64%) was beneficial. Postsession response rate was 27%, and generally reflected a positive perspective about the content of the session. Virtual cadaver dissection is an effective modality for teaching surgical procedures and can be enhanced through technologies such as video loupes and multiple camera perspectives. The audience viewed the virtual cadaver dissection as a beneficial adjunct to surgical education. This format may also make in-person cadaver courses more effective by improving visualization and allowing for anatomic references to be displayed synchronously.
虚拟教育是一种不断发展的医学学习者教学方法。在2019冠状病毒病大流行期间，远程学习替代了会议、讲座和集会，但尚未被描述为进行尸体解剖的一种方法。我们旨在展示学习者如何将虚拟尸体解剖视为现场解剖的一种替代方式。
进行了一次虚拟尸体解剖以展示几种上肢神经手术。这些手术作为教育活动的一部分进行了直播，并配有多媒体和互动式观众提问。在课程期间和结束后，对参与者关于这种教学方式的看法进行了询问。
为三家整形外科培训机构举办的虚拟解剖的参与人数从100人开始，最后有70名参与者。观众在课程中的回应率在68%至75%之间，其中75%的人强烈同意他们对虚拟环境感到满意。观众强烈同意或同意添加多媒体字幕（88%）、放大的视频放大镜视图（82%）和分屏多播视图（64%）是有益的。课程后的回应率为27%，总体上反映了对课程内容的积极看法。
虚拟尸体解剖是一种有效的外科手术教学方式，并且可以通过视频放大镜和多视角摄像头等技术得到加强。观众将虚拟尸体解剖视为外科教育的有益辅助手段。这种形式还可能通过改善可视化效果并允许同步显示解剖参考资料，使现场尸体课程更有效。
