Abstract
Introduction
Because of the low cost and easy access, surgical video has become a popular method of acquiring surgical skills outside operating rooms without disrupting normal surgical flow. However, currently existing video systems all use a single point of view (POV). Some complex orthopedic procedures, such as joint replacement, require a level of accuracy in several dimensions. So single and fixed POV video may not be enough to provide all the necessary information for educational and training purposes. The aim of our project was to develop a novel multiple POV video system and evaluate its efficacy as an aid for learning joint replacement procedure compared with traditional method.
Materials and Methods
Based on the videos of a hip resurfacing procedure performed by an expert orthopedic surgeon captured by 8 cameras fixed all around the operating table, we developed a novel multiple POV video system which enables users to autonomously switch between optimal viewpoints (Figure 1). 30 student doctors (undergraduate years 3–5 and naive to hip resurfacing procedure) were recruited and randomly allocated to 2 groups: experiment group and control group, and were assigned to learn the procedure using multiple or single POV video systems respectively. Before learning they were first asked to complete a multiple choicetest designed using a modified Delphi technique with the advice and feedback sought from 4 experienced orthopedic surgeons to test the participants' baseline knowledge of hip resurfacing procedure. After video learning, they were asked to answer the test again to verify their gained information and comprehension of the procedure, followed by a 5-point Likert-scale questionnaire to demonstrate their self-perception of confidence and satisfaction with the learning experience. The scores in the 2 tests and in the Likert-scale questionnaire were compared between 2 groups using Independent-Samples t-test (for normally distributed data) or Mann-Whitney U test (for non-normally distributed data). Statistical significance was set as p<0.05.
Results
There was no significant difference regarding the ages of the participants between the experiment group (22.27 ± 1.79 years) and the control group (23.00 ± 1.56 years) (p value=0.242). The 10 questions in the test were divided into 3 subcategories: 4 questions regarding spatial awareness, 4 regarding operation details and 2 regarding sequence comprehension. There was no significant difference between both cohorts in the baseline test scores (for overall scores or scores in any subcategory) before video-learning, thus ensuring homogeneity. Yet, there was a 31.6–75.4% significantly (p<0.033) higher test score after video learning in the experiment group compared with the control group (for overall, spatial awareness and operation details scores) (Figure 2). The mean Likert-scale questionnaire score in the experiment group was also 32% significantly greater than the control group (Figure 3).
Conclusion
Trainees could gain better knowledge and comprehension of hip resurfacing procedure and show higher confidence and satisfaction after learning using the novel multiple POV video system compared with traditional single POV video. The novel system could serve as an effective tool for teaching hip resurfacing procedure before trainees proceed to the real operating room.
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