Stereoscopic versus monoscopic displays: Learning fine manual dexterity skills using a microsurgical task simulator

Wehr, Franka; Held, Jürgen

doi:10.1016/j.apergo.2019.01.006

Cited by 5 publications

(4 citation statements)

References 56 publications

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“…Additionally, according to the cognitive load theory, more mental connections are activated during stereoscopic viewing that could possibly support the memorization process [21]. Stereoscopic imaging systems have also proven to demonstrate a significant improvement in the acquisition of minimally invasive surgical skills for novice surgeons as compared to the standard 2D imaging system [22][23][24]. For instance, in a study by Schoenthaler et al utilizing a surgical simulator model for laparoscopic surgery, stereoscopic imaging led to an improvement while performing the laparoscopic phantom tasks [22].…”

Section: Discussionmentioning

confidence: 99%

Does stereoscopic imaging improve the memorization of medical imaging by neurosurgeons? Experience of a single institution

et al. 2021

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Stereoscopic imaging has increasingly been used in anatomical teaching and neurosurgery. The aim of our study was to analyze the potential utility of stereoscopic imaging as a tool for memorizing neurosurgical patient cases compared to conventional monoscopic visualization. A total of 16 residents and 6 consultants from the Department of Neurosurgery at Charité – Universitätsmedizin Berlin were recruited for the study. They were divided into two equally experienced groups. A comparative analysis of both imaging modalities was conducted in which four different cases were assessed by the participants. Following the image assessment, two questionnaires, one analyzing the subjective judgment using the 5-point Likert Scale and the other assessing the memorization and anatomical accuracy, were completed by all participants. Both groups had the same median year of experience (5) and stereoacuity (≤ 75 s of arc). The analysis of the first questionnaire demonstrated significant subjective superiority of the monoscopic imaging in evaluation of the pathology (median: monoscopic: 4; stereoscopic: 3; p = 0.020) and in handling of the system (median: monoscopic: 5; stereoscopic: 2; p < 0.001). The second questionnaire showed that the anatomical characterization of the pathologies was comparable between both visualization methods. Most participants rated the stereoscopic visualization as worse compared to the monoscopic visualization, probably due to a lack of familiarity with the newer technique. Stereoscopic imaging, however, was not objectively inferior to traditional monoscopic imaging for anatomical comprehension. Further methodological developments and incorporation in routine clinical workflows will most likely enhance the usability and acceptance of stereoscopic visualization.

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Section: Discussionmentioning

confidence: 99%

Does stereoscopic imaging improve the memorization of medical imaging by neurosurgeons? Experience of a single institution

et al. 2021

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“…It has been previously shown that microsurgical performance under two-dimensional visualization is possible but requires more time and may be not so effective, compared with a three-dimensional visualization. 35,36 Because two-dimensional visualization of a smartphone resembles the view obtained during laparoscopic procedures, several investigators have encouraged its use as an image source for training in laparoscopic skills. 37,38 There are previous reports of using smartphones as magnification devices for microsurgical training.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Home Program for Acquisition and Maintenance of Microsurgical Skills During the Coronavirus Disease 2019 Outbreak

et al. 2020

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BACKGROUND: During the current global crisis unleashed by the severe acute respiratory syndrome coronavirus 2 outbreak, surgical departments have considerably reduced the amount of elective surgeries. This decrease leads to less time in the surgical room to develop and improve the surgical skills of residents. In this study, we developed a training program to obtain and maintain microsurgical skills at home, using a smartphone camera and low-cost materials, affordable for everyone.-METHODS: Using a smartphone camera as a magnification device, 6 participants performed 5 exercises (coloring grids, grouping colors, unraveling of a gauze, knots with suture threads, and tower of Hanoi), both with the dominant and with the nondominant hand, for 4 weeks. We compared performance at the beginning and at the end of the training process. Each participant filled out an anonymous survey.-RESULTS: When we compared the performance at the beginning and at the end of the training process, we found significant improvements (P [ 0.05) with the dominant as well as the nondominant hand in all the exercises. All participants were satisfied or very satisfied with the definition of the objectives of the training process, material availability, the exercises performed, the choice of the time to train, and general satisfaction with the training program.-CONCLUSIONS: We developed a microsurgical skills training program to be performed at home, which can be easily reproduced. It allows residents to improve manual coordination skills and is regarded as a feasible adjunct for ongoing training for surgical residents.

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“…Aside from manual dexterity 13 , 14 , the learning experience 15 and visual-spatial ability appear to play crucial roles in the acquisition of surgical skills 16 , 17 . The learning experience results from the totality of influences that affect the trainee during the learning process, such as individualization and the quality of the application or the stimulation of memorization 18 .…”

Section: Introductionmentioning

confidence: 99%

Effect of head-mounted displays on students’ acquisition of surgical suturing techniques compared to an e-learning and tutor-led course: a randomized controlled trial

Peters

Lemos

Bönsch

et al. 2023

International Journal of Surgery

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Background: Although surgical suturing is one of the most important basic skills, many medical school graduates do not acquire sufficient knowledge of it due to its lack of integration into the curriculum or a shortage of tutors. E-learning approaches attempt to address this issue but still rely on the involvement of tutors. Furthermore, the learning experience and visual-spatial ability appear to play a critical role in surgical skill acquisition. Virtual reality head-mounted displays (HMDs) could address this, but the benefits of immersive and stereoscopic learning of surgical suturing techniques are still unclear. Material and methods: In this multi-arm randomized controlled trial, 150 novices participated. Three teaching modalities were compared: an e-learning course (monoscopic), an HMD-based course (stereoscopic, immersive), both self-directed and a tutor-led course with feedback. Suturing performance was recorded by video camera both before and after course participation (>26 h of video material) and assessed in a blinded fashion using the Objective Structured Assessment of Technical Skills (OSATS) Global Rating Score (GRS). Furthermore, the optical flow of the videos was determined using an algorithm. The number of sutures performed was counted, the visual-spatial ability was measured with the Mental Rotation Test (MRT), and courses were assessed with questionnaires. Results: Students’ self-assessment in the HMD-based course was comparable to that of the tutor-led course and significantly better than in the e-learning course (P=0.003). Course suitability was rated best for the tutor-led course (x̄=4.8), followed by the HMD-based (x̄=3.6) and e-learning (x̄=2.5) courses. The median ΔGRS between courses was comparable (P=0.15) at 12.4 (95% CI 10.0–12.7) for the e-learning course, 14.1 (95% CI 13.0–15.0) for the HMD-based course, and 12.7 (95% CI 10.3–14.2) for the tutor-led course. However, the ΔGRS was significantly correlated with the number of sutures performed during the training session (P=0.002), but not with visual-spatial ability (P=0.615). Optical flow (R 2=0.15, P<0.001) and the number of sutures performed (R 2=0.73, P<0.001) can be used as additional measures to GRS. Conclusion: The use of HMDs with stereoscopic and immersive video provides advantages in the learning experience and should be preferred over a traditional web application for e-learning. Contrary to expectations, feedback is not necessary for novices to achieve a sufficient level in suturing; only the number of surgical sutures performed during training is a good determinant of competence improvement. Nevertheless, feedback still enhances the learning experience. Therefore, automated assessment as an alternative feedback approach could further improve self-directed learning modalities. As a next step, the data from this study could be used to develop such automated AI-based assessments.

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Stereoscopic versus monoscopic displays: Learning fine manual dexterity skills using a microsurgical task simulator

Cited by 5 publications

References 56 publications

Does stereoscopic imaging improve the memorization of medical imaging by neurosurgeons? Experience of a single institution

Does stereoscopic imaging improve the memorization of medical imaging by neurosurgeons? Experience of a single institution

Home Program for Acquisition and Maintenance of Microsurgical Skills During the Coronavirus Disease 2019 Outbreak

Effect of head-mounted displays on students’ acquisition of surgical suturing techniques compared to an e-learning and tutor-led course: a randomized controlled trial

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