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

• Published in: BMC medical education Vol. 22; no. 1; pp. 840 - 7
• Main Authors: Sun, Maji, Chu, Fuchao, Gao, Chunjiu, Yuan, Feng
• Format: Journal Article
• Language: English
• Published: London BioMed Central 05.12.2022; BioMed Central Ltd; BMC
• Subjects: 3D visualization technology; Back surgery; Control Groups; Disease; Education; Educational materials; Educational software; Evaluation; Fractures; Humans; Imaging, Three-Dimensional; Knowledge; Learning; Medical Education; Medical students; Methods; Multimedia; Orthopedics; PBL; Personal Satisfaction; Problem based learning; Problem-Based Learning - methods; Questionnaires; Research Methodology; Spine; Students; Surgery; Surveys and Questionnaires; Teachers; Teaching; Teaching methods; Theory of Medicine/Bioethics; Undergraduate Students; Visualization; Visualization (Computers); China; 3D visualization technology; PBL; Teaching
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-022-03931-5

Objective To explore the application of the combination of three-dimensional visualization technology with a problem-based learning mode of teaching in clinical teaching related to spinal surgery. Methods A total of 106 5-year undergraduate students who majored in clinical medicine were selected as research subjects, and practiced in the Orthopaedics Department of the Affiliated Hospital of Xuzhou Medical University in 2021. These students were randomly divided into an experimental group and a control group, with 53 students in each group. The experimental group received a combination of three-dimensional visualization technology with the PBL teaching mode, while the control group was treated with the traditional teaching method. The teaching effects exhibited by these two groups were compared using tests and questionnaires that were administered after the teaching was completed. Results The theoretical test total scores of students in the experimental group were higher than those of students in the control group. The students in the two groups self-rated their classroom achievements, and the results attained by students in the experimental group were higher than those obtained by students in the control group ( P  < 0.05). The scores reported by students in the experimental group for interest in learning, classroom atmosphere, classroom interaction and teaching satisfaction were higher than those reported by students in the control group ( P  < 0.05). Conclusion The application of a combination of 3D visualization technology with the PBL teaching mode to spinal surgery teaching can improve students’ learning efficiency and interest and is conducive to cultivating students’ clinical thinking.