Laparoscopic skills training: the effects of viewing mode (2D vs. 3D) on skill acquisition and transfer.

Autor: Beattie KL; School of Psychology, The University of Queensland, St Lucia, Brisbane, 4072, Australia. kirsty.beattie@uq.net.au., Hill A; School of Psychology, The University of Queensland, St Lucia, Brisbane, 4072, Australia.; Clinical Skills Development Service, Metro North Hospital and Health Service, Brisbane, Australia.; Minerals Industry Safety and Health Centre, Sustainable Minerals Institute, The University of Queensland, Brisbane, Australia., Horswill MS; School of Psychology, The University of Queensland, St Lucia, Brisbane, 4072, Australia., Grove PM; School of Psychology, The University of Queensland, St Lucia, Brisbane, 4072, Australia., Stevenson ARL; School of Medicine, The University of Queensland, Brisbane, Australia.; Department of Colon and Rectal Surgery, Royal Brisbane and Women's Hospital, Brisbane, Australia.
Jazyk: angličtina
Zdroj: Surgical endoscopy [Surg Endosc] 2021 Aug; Vol. 35 (8), pp. 4332-4344. Date of Electronic Publication: 2020 Sep 02.
DOI: 10.1007/s00464-020-07923-8
Abstrakt: Background: Three-dimensional (3D) visual displays have been suggested to aid laparoscopic skills training by providing the depth cues not present in traditional two-dimensional (2D) displays. However, few studies have robustly investigated the impact of viewing mode (2D vs. 3D) on learning outcomes.
Purpose: To examine how viewing mode (2D vs. 3D) impacts the acquisition and transferability of basic laparoscopic skills by comparing performance between transfer and control groups on a complete proficiency-based training program.
Method: A counterbalanced between-subjects design was employed. Each participant was randomly allocated to one of four groups, comprising two transfer groups (trained in one viewing mode and tested in the alternate mode: the 2D → 3D and 3D → 2D groups) and two control groups (trained and tested in one viewing mode: the 2D → 2D and 3D → 3D groups). Participants completed proficiency-based training in six laparoscopic training tasks. Testing included two further repetitions of all tasks under test conditions. Objective performance measures included the total number of repetitions to reach proficiency, and total performance scores (i.e. time + error penalties across all repetitions) in training and testing.
Results: The groups trained in 3D demonstrated superior training performance (i.e. less time + errors) and took fewer repetitions to reach proficiency than the groups trained in 2D. The groups tested in 3D also demonstrated superior test performance compared to those tested in 2D. However, training mode did not yield significant test differences between the groups tested in 2D (i.e. 2D → 2D vs. 3D → 2D), or between the groups tested in 3D (i.e. 3D → 3D vs. 2D → 3D).
Conclusion: Novices demonstrate superior performance in laparoscopic skills training using a 3D viewing mode compared to 2D. However, this does not necessarily translate to superior performance in subsequent testing or enhanced learning overall. Rather, test performance appears to be dictated by the viewing mode used during testing, not that of prior training.
Databáze: MEDLINE
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