Impact of augmented reality
Description
The data we have analyzed pertains to a study investigating the impact of augmented reality (AR) on the acquisition of minimally invasive surgical skills among podiatry students. The study involved 80 students and compared the effectiveness of AR versus traditional educational methods (such as PowerPoint and video tutorials) in teaching surgical techniques for hallux abductus valgus (HAV) and bunionette surgeries. The data collected included students' perceptions evaluated through a validated questionnaire (SAEMAS), measuring aspects such as motivation, content retention, visual comprehension, and active learning.
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The study employed a randomized prospective crossover trial design, involving 80 podiatry students (48 males, 32 females, mean age 32.37 years) enrolled over four academic years in the Master's Degree in Minimal Incision Podiatric Surgery and the Degree in Podiatry at the Catholic University of Valencia. To ensure random assignment and control for order effects, students were divided into two groups receiving either AR or traditional educational materials in a counterbalanced sequence (ABBA design). Randomization and allocation were implemented using Epidat 3.1 software, ensuring unbiased group assignment. For the educational interventions, traditional methods included PowerPoint presentations and video tutorials, while the augmented reality (AR) approach utilized 3D anatomical models of the foot created from medical imaging (CT scans). These models were visualized using AR software developed by Pixmeo (Switzerland) and implemented by VMV3D. Each academic year, two-hour teaching sessions were conducted, where bunionette surgery was taught using traditional methods and HAV surgery using AR. After the sessions, students were provided with materials for self-study to reinforce their learning. Data collection was performed using the Survey for Assessment of Educational Media in Anatomy and Surgery (SAEMAS) questionnaire. This tool was developed by the research team and validated by experts through the Delphi Method in three rounds, resulting in consensus validation. At the end of each teaching session, students completed the SAEMAS questionnaire to evaluate their learning experience with each method. For data analysis, baseline characteristics between groups were compared using Student’s t-test and chi-square test. The main outcome measures were analyzed using 2x2 repeated measures analysis of variance (RM ANOVA) to determine the effect of educational interventions on questionnaire scores. Post hoc analysis with Bonferroni corrections was applied for multiple comparisons, and effect sizes were calculated using Cohen's d formula. Data analysis was conducted using SPSS 24 and JASP software for statistical treatment and graphical representation. Ethical considerations were thoroughly addressed. The study was approved by the Research Ethics Committee of the Catholic University of Valencia (UCV/2017-2018/114). All participants provided informed consent by signing consent forms prior to participation. The procedures followed national ethical guidelines and the revised Declaration of Helsinki (2013), ensuring confidentiality during data collection and subsequent publication of results. By adhering to these detailed steps and using the specified tools and protocols, researchers can replicate our study to evaluate the impact of augmented reality on the acquisition of minimally invasive surgical skills in different educational contexts.