虚拟现实增强了牙科学生和医生的解剖学教育

IF 0.4 Q4 DENTISTRY, ORAL SURGERY & MEDICINE

Journal of Oral and Maxillofacial Surgery Medicine and Pathology Pub Date : 2025-03-08 DOI:10.1016/j.ajoms.2025.03.004

Shintaro Nakajima , Keisuke Sugahara , Masahide Koyachi , Kotaro Tachizawa , Takahiro Nakada , Tetsushi Okumura , Akihiro Nishiyama , Kento Odaka , Satoru Matsunaga , Akira Katakura

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引用次数: 0

摘要

在传统的解剖教育中，尸体解剖的机会有限，教科书和监测训练方法提供了依赖学习者视觉空间能力的二维（2D）学习。我们使用扩展现实（XR）技术对对比度增强计算机断层扫描（CT）数据进行三维（3D）重建，将其导入头戴式显示器（HMD），并开发了一个多用户学习系统，方便从任何角度无数次查看和共享相同的3D图像。这项研究需要对基于3d和传统基于2d的学习系统的学习效果进行比较分析。方法选取24名东京口腔专科五年级学生和12名具有2年以上口腔外科工作经验的医生。所有候选人都进行了预测试和调查。参与者被随机分配到2D组（n = 18）和3D组（n = 18），前者研究显示器上的CT图像，后者使用HMD研究相同的图像。随后，两组都接受了多项选择题、主观五分制问卷和美国国家航空航天局任务负荷指数（NASA-TLX）的测试。采用配对t检验和Mann-Whitney U检验进行统计分析。结果2D组和3D组的平均评分分别从4.8分提高到6.7分和4.3分提高到7.9分。在NASA-TLX中，3D组在表现和努力领域表现出较少的压力，但在挫折领域表现出更多的压力。结论利用XR技术进行三维解剖学习是一种高效的学习方法，需要开发多样化的、新的专业内容。

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Virtual reality enhances anatomical education for dental students and doctors

Objective

In conventional anatomical education, opportunities for cadaveric dissection are limited, and textbooks and monitored training methods offer two-dimensional (2D) learning dependent on the learner's visual-spatial ability. We used extended reality (XR) technology for three-dimensional (3D) reconstruction of contrast-enhanced computed tomography (CT) data, imported them into a head mounted display (HMD), and developed a multi-user learning system that facilitates viewing and sharing of the same 3D image innumerable times from any angle. This study entailed comparative analyses of the learning effects of 3D-based and conventional 2D-based learning systems.

Methods

Twenty-four fifth-year dental students from Tokyo Dental College and 12 doctors with up to two years’ experience in the Department of Oral Surgery were enrolled. All candidates underwent pre-testing and surveys. Participants were randomly assigned to the 2D group (n = 18), which studied CT images on a monitor, and the 3D group (n = 18), which studied the same images using an HMD. Subsequently, both groups were administered tests with multiple-choice questions, a subjective five-point scale questionnaire, and the National Aeronautics and Space Administration Task Load Index (NASA-TLX). Statistical analyses were conducted using the paired t-test and Mann-Whitney U test.

Results

The mean scores increased from 4.8 to 6.7 and from 4.3 to 7.9 in the 2D and 3D groups, respectively. In the NASA-TLX, the 3D group showed less stress in the performance and effort domains, but more stress in the frustration domain.