Comparison of textbook versus three‐dimensional animation versus cadaveric training videos in teaching laparoscopic rectal surgery: a prospective randomized trial

Abstract

Aim:The aim of this prospective randomized study was to compare the effectiveness of various educational tools in laparoscopic rectal surgery, including surgical textbooks, animation and cadaveric videos. Method:Initially, an electronic assessment test assessing knowledge of laparoscopic rectal surgery was created and validated. The test was sent to graduates completing a general surgery residency programme in Turkey, who were then randomized into four groups based on the type of study material. After a 4 week study period, the volunteers were asked to answer the same electronic assessment test imported into an edited live laparoscopic rectal surgery video. Pre-and posteducation assessment tests among the groups were compared.Results: A total of 168 volunteers completed the pre-education assessment test and were randomized into four groups. Pre-education assessment test scores were similar among the groups (p > 0.05). Of 168 volunteers, 130 (77.3%) completed the posteducation assessment test. Posteducation assessment test scores were significantly higher in the three-dimensional (3D) animation + cadaveric video group (p < 0.01), the 3D animation group (p < 0.01) and the cadaveric group (p < 0.01) compared with the textbook group.Moreover, posteducation assessment test scores were significantly higher in the 3D animation + cadaveric video group than the 3D animation group (p < 0.01). Each group's posteducation assessment test scores were significantly higher than the pre-education assessment test scores, with the exception of the textbook group. Conclusion:Our study demonstrates that 3D animation + cadaveric videos, 3D animation alone and cadaveric videos are all superior to a surgical textbook when teaching laparoscopic rectal cancer surgery. Finally, our results show that 3D animation and cadaveric videos are also superior to textbooks in enabling an understanding of rectal surgery.

The effectiveness of video animations in the education of healthcare practitioners and student practitioners: a systematic review of trials

“…Cartoon animations were used in six studies to show: cardiopulmonary resuscitation (CPR) [ 14 ]; first aid [ 15 ]; eye surgery [ 16 ]; dengue fever transmission [ 17 ]; cystoscopy [ 18 ]; and the third stage of labour [ 19 ]. 3D animated models were used in seven studies on: jaw surgery [ 6 ]; DNA replication [ 20 ]; oral health [ 21 ]; respiratory system [ 22 ]; facial transplantation[ 23 ]; home safety hazards and assessment in people with dementia [ 24 ]; and laparoscopic surgery [ 25 ]. No studies featured avatars or ‘white board animations’.…”

“…In five trials the animation was provided in addition to the control intervention: i.e., both groups had a classroom discussion on CPR [ 14 ]; both groups saw a video of the surgeon’s view of the procedure [ 16 ]; both groups had classroom teaching [ 19 ]; both groups also saw a cadaveric video in two of the four trial arms [ 25 ]; and both groups received traditional spoken teaching [ 22 ].…”

“…Outcome measures varied. Knowledge was the most common outcome (in ten trials: [16][17][18][19][20][21][22][23][24][25]). Attitudes and cognitions were reported in five trials [6,16,18,23,24].…”

“…Effects on knowledge Knowledge was assessed in ten trials [16][17][18][19][20][21][22][23][24][25] and provision of an animation resulted in positive outcomes in eight of them. The animation was provided in addition to other information in five of these studies and resulted in increased student knowledge in four studies [16,19,22,25].…”

“…Effects on knowledge Knowledge was assessed in ten trials [16][17][18][19][20][21][22][23][24][25] and provision of an animation resulted in positive outcomes in eight of them. The animation was provided in addition to other information in five of these studies and resulted in increased student knowledge in four studies [16,19,22,25]. When it was provided instead of another format (in eight studies), it produced better student knowledge when tested straight after intervention [17-21, 23, 25] and at later follow-up: at 1-month post-intervention [21] and 4-month post-intervention [24].…”