Application of the combination of three-dimensional visualization with a problem-based learning mode of teaching to spinal surgery teaching

Sun, Maji; Chu, Fuchao; Gao, Chunjiu; Yuan, Feng

doi:10.1186/s12909-022-03931-5

Cited by 10 publications

(6 citation statements)

References 11 publications

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“…The ndings presented in this paper are consistent with previous studies exploring the integration of 3D printing and CBL in medical education. Similar positive results have been reported in studies of related areas such as spinal surgery and rare clinical conditions [17]. All of these results suggest that if the technology is extended to medical schools, it could improve teaching and learning outcomes and enhance quality to some extent.…”

Section: Discussionsupporting

confidence: 83%

“…A systematic review by Asif [16] found that patient-speci c 3D printed (3DP) models have been used for clinical training in the UK, especially for rarer and more complex conditions, and that the 3DP models were associated with higher user satisfaction and good short-term teaching outcomes. Another study by Sun et al [17] investigated the application of three-dimensional visualization combined with PBL in teaching of spinal disease. The study involved 106 medical students who were randomized into two groups: a group incorporating PBL instruction and a traditional lecturebased classroom group.…”

Section: Discussionmentioning

confidence: 99%

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The Integration of 3D Printing and Case-Based Learning in Clinical Practice for Joint Surgery Education

Feng,

Sun,

Zhang

et al. 2024

Preprint

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Background: Case-Based Learning (CBL) based on three dimensiona (3D) printed hip joint models is a problem-solving teaching method that combines the tactile and visual advantages of 3D printed models with CBL. This paper aimed to study the impact of using a 3D printed hip model with CBL for teaching complex artificial hip replacement. Methods: We conducted a prospective study from 2022 to 2023. This study included 120 clinical medical students enrolled in the fourth grade at Xuzhou Medical University. The students were randomly allocated into two groups, each comprising 60 participants. The traditional group received conventional instruction, while the 3D+CBL group utilized 3D-printed hip joint models in conjunction with CBL-based teaching. After the teaching, we analyzed and compared the theoretical and practical accomplishments of both student groups. We designed a questionnaire to assess the educational impact on orthopedic surgery learning. Results: Compared with the CBL group, the theoretical scores (66.35±8.85) and practical scores (63.42±11.14) of the 3D+CBL group were higher than those of the CBL group (62.88±7.98) and practical scores (57.40±8.80) (P<0.05). The results of the questionnaire showed that the trainees in the 3D+CBL group had mastery of hip joint fundamentals, ability to diagnose cases and plan treatment, interesting teaching content, willingness to communicate with teachers and satisfaction with regular training was all higher than those in the CBL group (P<0.05). Conclusions: The Integration of 3D Printing and Case-Based Learning has yielded positive outcomes in joint surgery education. This approach also offers valuable insights for the utilization of 3D printed orthopedic molds in clinical teaching.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

The Integration of 3D Printing and Case-Based Learning in Clinical Practice for Joint Surgery Education

Feng,

Sun,

Zhang

et al. 2024

Preprint

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“…First, our study showed that 80.2% of interns in the experimental group thought their learning pressure was high. In traditional teaching model, interns only need to observe their teachers' operation and listen to their teachers' explanation [14]. But in the new teaching model, we have put forward higher requirements for the interns.…”

Section: Discussionmentioning

confidence: 99%

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Wang

Yang

et al. 2023

Preprint

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Background The traditional gynecological teaching model is not conducive to the cultivation of interns’ clinical skills, thinking patterns and doctor-patient communication ability. This study is aim to explore the application effect of hybrid BOPPPS (Bridge-in, Objective, Pre-assessment, Participant learning, Post assessment, Summary) teaching model in a clinical internship in gynecology. Methods This observational study was conducted among the final year undergraduate medical interns from September 2020 to June 2022 at Jiaxing Maternity and Child Health Care Hospital. The control group consisted 114 interns of grade 2017 who received the traditional teaching model. The experimental group consisted 121 interns of grade 2018 were introduced to the hybrid BOPPPS teaching model. interns’ final examination scores and teaching satisfaction were compared. Results The final examination scores of interns in the experimental group were significantly higher than those of interns in the control group (P <0.05). In the experimental group, the final theoretical exam scores were significantly higher than the pre-assessment scores (P <0.01). Compared with the control group, 93.4% of interns in the experimental group thought the hybrid BOPPPS teaching model could help them to improve case analysis ability, and the difference is statistically significant (P < 0.05). 89.3% of interns in the experimental group supported the promotion and application of hybrid BOPPPS model in the practice of other disciplines. Conclusion The hybrid BOPPPS teaching model helps to stimulate interns' learning interest and learning initiative, improve interns’ clinical skills, and have high interns’ satisfaction, which is worth of promotion and application in the practice of other disciplines.

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“…Overall, our findings were in accordance with previous studies, in which the case-based PBL could improve the student' grades and be adapted to different courses. [19][20][21][22][23] With the willingness of good performances in the class, students would strengthen their independent learning and review carefully, which was sometimes beyond the goal designed. [24] Students' feedback of the integrated PBL for the basic and clinical medicine courses were collected.…”

Section: Discussionmentioning

confidence: 99%

Application of integrated problem-based learning combined with lecture-based classroom teaching in undergraduate medical education: An effective teaching model in a Medical School in China

Zhan,

Zhang,

Qin

et al. 2023

Medicine

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The problem-based learning (PBL) is increasingly used in undergraduate education. However, the application of integrated PBL to medical undergraduate education has not been well assessed. An observational study was designed to compare integrated PBL combined with lecture-based classroom (LBC) with traditional LBC teaching in 2 semesters of a Medical School in China. This study was conducted from March 2021 to July 2022. A total of 118 undergraduates majoring in clinical medicine were randomly allocated in 2 groups, 1 group receiving the integrated PBL + LBC teaching (experimental group, n = 60) and another group receiving LBC teaching (control group, n = 58). The experimental group attended the integrated PBL courses for the basic and clinical medicine conducted in the 6th and 8th semesters, respectively, as well as taking the LBC courses. The experimental group was required to preview the course materials before class, make presentations in class and take online feedback questionnaires after class, while the control group was required to preview the textbooks and listen to the traditional LBC courses. The students’ scores of these 2 groups were compared, and feedback questionnaires were performed to evaluate the effectiveness of the experimental group over the control group. Results showed that the experimental group scored significantly higher than the control group in Clinical Skills (95% confidence interval [CI] 4.19–5.89), Internal Medicine I (95% CI: 1.85–9.93), Internal Medicine II (95% CI: 8.07–15.90), Introduction to Surgery (95% CI: 5.08–10.25), Surgery (General Surgery) (95% CI: 7.82–12.72), Surgery (Specialty) (95% CI: 6.47–9.97), and Clinical Medical Level Test (95% CI: 1.60–5.15) (all P < .01). In the feedback questionnaires of integrated PBL, up to 80% and 90% of students were satisfied with the teaching methods and lecturers, respectively. More than 80% of students agreed that the integrated PBL improved their abilities to learn independently, understand knowledge, and to raise, analyze and solve problems. In terms of stress in and out of class, a small number of students, <36.7%, felt stressed. The integrated PBL combined with LBC is an effective teaching approach, which may provide new ideas for teaching research and reform on undergraduate medical education in clinical medicine specialty and other medical majors.

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Application of the combination of three-dimensional visualization with a problem-based learning mode of teaching to spinal surgery teaching

Cited by 10 publications

References 11 publications

The Integration of 3D Printing and Case-Based Learning in Clinical Practice for Joint Surgery Education

The Integration of 3D Printing and Case-Based Learning in Clinical Practice for Joint Surgery Education

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Application of integrated problem-based learning combined with lecture-based classroom teaching in undergraduate medical education: An effective teaching model in a Medical School in China

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