Enhancing surgical expertise: 3D anatomy’s role in residency programs

Abstract

Current virtual reality (VR) technology allows for the creation of instructional video formats that incorporate three-dimensional (3D) stereoscopic footage. Combined with 3D anatomic dissection, any surgical procedure or pathology can be represented virtually to supplement anatomical learning and surgical preoperative planning. The aim of this study was to evaluate the impact of virtual reality anatomical teaching. A prospective case-control study was performed. After a prerequisite anatomical knowledge assessment, participants were randomized in two groups: stereoscopic anatomical teaching program versus classic teaching with anatomical and surgical books of thoracic brachial outlet syndrome, and its related anatomy. Then, students completed a written anatomical test to assess their basic knowledge in vascular anatomy. Pre- and post-test performances were analyzed with independent t-tests for total score assessing basic anatomical knowledge, anatomical relationships and clinical inference. Before performing the teaching, the 20 students included were homogenous in term of total exam mark in abdominal aorta (mean 78,78% vs 76,34%) and carotid artery evaluations (mean 78,57% vs 74,76%). After the course, there statistical differences (p<0,05) between the stereoscopic-3D.video group (n= 10, 90%) and classical-teaching group concerning the total exam mark, descriptive anatomy, anatomical relationships and clinical inference skills. All the students thought this method seemed indispensable to their anatomical training course (100%). The teaching video with 3D stereoscopy seems to be a useful and complementary teaching tool that is approved by the residents themselves. In a future study, it will be necessary to evaluate the contribution of this teaching in the long term.