Details

Autor(en) / Beteiligte

• Nickel, Felix
• Hendrie, Jonathan D.
• Bruckner, Thomas
• Kowalewski, Karl F.
• Kenngott, Hannes G.
• Müller-Stich, Beat P.
• Fischer, Lars

Titel

Successful learning of surgical liver anatomy in a computer-based teaching module

Ist Teil von

• International journal for computer assisted radiology and surgery, 2016-12, Vol.11 (12), p.2295-2301

Ort / Verlag

Berlin/Heidelberg: Springer Berlin Heidelberg

Erscheinungsjahr

2016

Link zum Volltext

Quelle

SpringerLink (Online service)

Beschreibungen/Notizen

• Aim To analyze factors influencing the learning of surgical liver anatomy in a computer-based teaching module (TM). Methods Medical students in their third to fifth year of training ( N   =  410) participated in three randomized trials, each with a different primary hypothesis, comparing two- (2D) and three-dimensional (3D) presentation modes in a TM for surgical liver anatomy. Computed tomography images were presented according to the study and allocation group. Students had to answer eleven questions on surgical liver anatomy and four evaluative questions. Scores and time taken to answer the questions were automatically recorded. Since the three studies used the same 15 questions in the TM, a pooled analysis was performed to compare learning factors across studies. Results 3D groups had higher scores (7.5 ± 1.7 vs. 5.6 ± 2.0; p < 0.001) and needed less time (503.5 ± 187.4 vs. 603.1 ± 246.7 s; p  < 0.001) than 2D groups. Intensive training improved scores in 2D ( p  < 0.001). Men gave more correct answers than women, independent of presentation mode (7.2 ± 2.0 vs. 6.5 ± 2.1; p = 0.003). An overall association was found between having fun and higher scores in 11 anatomical questions ( p  < 0.001). In subgroup analysis, 3D groups had more fun than 2D groups (84.7 vs. 65.1 %; p  < 0.001). If given the option, more students in the 2D groups (58.9 %) would have preferred a 3D presentation than students in the 3D group (35.9 %) would have preferred 2D ( p  < 0.001). Conclusion 3D was superior to 2D for learning of surgical liver anatomy. With training 2D showed similar results. Fun and gender were relevant factors for learning success.