• Anna D Clark, Mathew R Guilfoyle, Nicholas G Candy, Karol P Budohoski, Riikka Hofmann, Damiano G Barone, Thomas Santarius, Ramez W Kirollos, and Rikin A Trivedi.
• University of Cambridge School of Clinical Medicine, Cambridge, UK.
• World Neurosurg. 2017 Dec 1; 108: 917-923.e5.

ObjectiveStereoscopic three-dimensional (3D) imaging is increasingly used in the teaching of neuroanatomy and although this is mainly aimed at undergraduate medical students, it has enormous potential for enhancing the training of neurosurgeons. This study aims to assess whether 3D lecturing is an effective method of enhancing the knowledge and confidence of neurosurgeons and how it compares with traditional two-dimensional (2D) lecturing and cadaveric training.MethodsThree separate teaching sessions for neurosurgical trainees were organized: 1) 2D course (2D lecture + cadaveric session), 2) 3D lecture alone, and 3) 3D course (3D lecture + cadaveric session). Before and after each session, delegates were asked to complete questionnaires containing questions relating to surgical experience, anatomic knowledge, confidence in performing procedures, and perceived value of 3D, 2D, and cadaveric teaching.ResultsAlthough both 2D and 3D lectures and courses were similarly effective at improving self-rated knowledge and understanding, the 3D lecture and course were associated with significantly greater gains in confidence reported by the delegates for performing a subfrontal approach and sylvian fissure dissection.ConclusionsStereoscopic 3D lectures provide neurosurgical trainees with greater confidence for performing standard operative approaches and enhances the benefit of subsequent practical experience in developing technical skills in cadaveric dissection.Copyright © 2017. Published by Elsevier Inc.

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