Evaluating Mixed Reality as a Tool for Patient Education of Facial Fractures

Abstract

Background:

Patients may be educated about facial fractures using two-dimensional computed tomography (2DCT); however, three-dimensional mixed reality (3DMR) goggles may improve patient education by delivering content in an immersive environment.

Objective:

To compare the effectiveness of 2DCT and 3DMR formats used for patient education on facial fractures, as measured by surveys.

Methods:

In this prospective, randomized, crossover study, video tutorials intended for facial fracture informed consent were created in 2DCT and 3DMR formats from a single CT data set of a zygomaticomaxillary complex (ZMC) fracture. Subjects were randomly assigned into two groups. Group 1 (n = 25) viewed the 2DCT tutorial, answered self-assessment and information recall surveys, viewed the 3DMR tutorial, repeated the prior surveys as well as a comparison survey. Group 2 (n = 25) followed the same sequence but viewed the 3DMR tutorial and then the 2DCT tutorial.

Results:

Participants (n = 50) had no differences in age (group 1—51.9 years/standard deviation [SD] 20.9; group 2—44.7 years/SD 17.6 years; p = 0.223), gender (group 1—10 male/15 female; group 2—11 male/14 female; p = 0.999), college education level (group 1—25 yes; group 2—25 yes; p = 0.844), or prior 2DCT or 3DMR experience (group 1—9 yes/16 no; group 2—13 yes/12 no; p = 0.393). The 3DMR format was preferred over 2DCT (p < 0.05), and it was reported to enhance understanding as compared to 2DCT (p < 0.05). No differences for information recall were noted (p = 0.753).

Conclusion:

In this study, participants preferred 3DMR goggles over 2DCT for a simulated ZMC fracture-informed consent.