Abstract
BackgroundThe effect of three-dimensional (3D) vs. two-dimensional (2D) video on performance of a spatially complex procedure and perceived cognitive load were examined among residents in relation to their visual-spatial abilities (VSA). MethodsIn a randomized controlled trial, 108 surgical residents performed a 5-Flap Z-plasty on a simulation model after watching the instructional video either in a 3D or 2D mode. Outcomes included perceived cognitive load measured by NASA-TLX questionnaire, task performance assessed using Observational Clinical Human Reliability Analysis and the percentage of achieved safe lengthening of the scar. ResultsNo significant differences were found between groups. However, when accounted for VSA, safe lengthening was achieved significantly more often in the 3D group and only among individuals with high VSA (OR = 6.67, 95%CI: 1.23–35.9, p = .027). ConclusionsOverall, 3D instructional videos are as effective as 2D videos. However, they can be effectively used to enhance learning in high VSA residents.
Highlights
Surgical residents experience difficulties with learning and performing spatially complex procedures that require spatial and conceptual understanding.[1]
The effectiveness of a 3D versus 2D instructional video of a spatially complex procedure was evaluated in terms of performance and perceived cognitive load among surgical residents
These findings are in contrast to the proposed compensating hypothesis assuming that presenting images stereoscopically would compensate for low visual-spatial abilities (VSA), as the mental 3D model is already built and provided.[15,16]
Summary
Surgical residents experience difficulties with learning and performing spatially complex procedures that require spatial and conceptual understanding.[1]. The effect of three-dimensional (3D) vs two-dimensional (2D) video on performance of a spatially complex procedure and perceived cognitive load were examined among residents in relation to their visual-spatial abilities (VSA). Outcomes included perceived cognitive load measured by NASA-TLX questionnaire, task performance assessed using Observational Clinical Human Reliability Analysis and the percentage of achieved safe lengthening of the scar. Conclusions: Overall, 3D instructional videos are as effective as 2D videos They can be effectively used to enhance learning in high VSA residents
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