Augmented reality supported cervical transpedicular fixation on 3D-printed vertebrae model: an experimental education study

Abstract

AIM:To investigate the use of Augmented Reality (AR) technology as it contributes to spinal surgery education with the free-hand technique, and might reduce the error ratio. MATERIAL and METHODS:Ten candidates, with anatomy education but no surgical experience, applied 36 pedicle screws with C2-C3 posterior transpedicular fixation technique to nine vertebrae models produced via a three-dimensional (3D) printer. RESULTS:Using AR to apply pedicle screws to the experimental vertebrae model increased the safety screw ratio significantly. In comparison of Grade 0 screws to other grades: 6/18 screws (33.3%) in the free-hand technique Group (n=18), and 14/18 screws (77.8%) in the AR Group (n=18), were measured for screw insertion safety ratios. The difference was statistically significant (p=0.018). The resemblance between our results and the results of previous studies researching supportive systems indicates our 3D printed vertebra model might be a helpful educational material. CONCLUSION: AR increases the safety ratio of cervical pedicle screw fixation significantly. The parameters investigated and used for the production of vertebrae models in this study can be used for experimental material production for future studies to investigate pedicle screw positioning.

The use of Mobile Augmented Reality in health education review

“…Thirdly it was examined the methods applied in the studies, the variables and tools of statistical data analysis and the targeted study groups have represented the studies collocated examined had shown in the variables section that most studies focus on learning and performance and academic success achievement which is been measured like for example in a study by Celik et al (2020) the study focused on designing an application that is suitable for the laboratory training from teachers perspective that showed a positive effect on learning and the application future Potential on students laboratory learning about heart anatomical structure and the future teaching concepts and structure, in the tools section it showed that the most studies focused on data statistical tools that based mostly on experimental measurement the evaluative data recommends a few positive effects of AR application on student learning, for example in a study by Boyaci and Aslan (2020). Also, Fokides and Mastrokoukou (2018) in those studies the data statistical tools that are used were pre-test and post-test and showed that 3D models designed in those studies may well be a supportive instructive fabric, the study groups differed from students in different levels of education levels were from primary students, high school students, and middle school students and college students and other professionals specialized in health education and medical studies wither teachers and physicians and nursing specialized and that focus was applied to show where the technology was applied is more effective and which study group has shown more positive response and easy adaptation of this innovation.…”

Systematic Review of Augmented Reality Training Systems

“…Description and Study Display of educational content in relevant locations [56], [60], [86] Information [45], [54] [95] Presentation of ideal behavior [64], [66], [67], [84] [69], [78] Demonstration [61], [63], [88] [91] Expanding the flexibility of training content by adding information to physical objects [38], [39], [41], [46], [80] [68], [69], [70], [75] [92] Facilitation of the skill transfer through imitation of the actual [14], [42], [43], [44], [45] Task support by presenting relevant information [16], [36], [41], [47], [49], [50], [51], [53] Practice [86], [87] [83] Feedback on the performance, problems, and ways to improve [39] [59] [65] Real-time feedback for motion compensation [71], [72], [75], [76], [78], [82] [41] Real-time visualization of invisible current conditions Feedback [93] learning prin...…”

Augmented Reality in Professional Training: A Review of the Literature from 2001 to 2020

“…For example, scanning significantly increased (from 16% to 27%), accounting for a quarter of the research in professional training. In this way, AR devices were equipped with a camera or webcam to scan the QR code to help students to acquire instructional content, such as texts, images, and videos [30,31]. Another artificial type, inputting by mouse and keyboard, also showed an increase since 2016 (from 5% to 12%).…”