Impact of Teacher-Student Interactive Immersive Mixed Reality (MR) Technology on the Effectiveness of Hepatobiliary Anatomy Education for Medical Students: A Randomized Clinical Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 66
- 试验地点
- 1
- 主要终点
- Anatomical knowledge
研究概览
简要总结
Background:
Novice surgeons often struggle to translate anatomical knowledge into clinical practice, primarily due to a lack of resources, significant variability in anatomical structures, and limited hands-on experience. These challenges can lead to considerable deficiencies in clinical performance. Traditional educational methods, such as textbooks and CT imaging, frequently fall short in offering the depth necessary for effective application in surgical settings. Recent technological advancements, particularly in Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR), are revolutionizing surgical education by creating immersive learning environments. In complex fields like hepatobiliary surgery, the integration of MR allows for enhanced visualization of anatomical details, improving the understanding of vascular structures and tumor localization, which consequently boosts surgical training outcomes. However, most research to date has analyzed these technologies in isolation, with few studies investigating their collaborative benefits or effective integration into educational curricula.
This study aims to evaluate cognitive learning outcomes related to anatomical structures by employing various modalities, including traditional medical imaging, 3D models, and 3D-MR. Through cross-comparative analyses, investigators will assess the correlation between test scores and actual clinical performance, thereby gauging the impact of these modalities on the comprehension of intricate anatomical structures and their spatial visualization skills. Ultimately, this study aspire to develop a comprehensive anatomical teaching program that incorporates MR and 3D models to demonstrate the feasibility and efficacy of these innovative technologies in teaching liver and gallbladder anatomy.
Research Objectives: To compare the effectiveness of learning outcomes in anatomical structure learning between MR 3D modelling and general medical imaging, and to investigate which modalities lead to higher anatomical learning outcomes (primary outcome).
Hypothesis: Compared to plain images, 3D models of MR simulators can significantly improve learning performance, achieve better learning outcomes
详细描述
Background:
Effective surgical planning in hepatobiliary surgery requires a deep understanding of complex anatomical structures, fraught with variations and anomalies. Mastery of the intricate spatial relationships among these structures poses considerable challenges, especially for novice surgeons striving to acquire essential skills. Traditional educational materials, including textbooks and CT images, often lack the necessary depth for effective application. As a result, many novice surgeons face difficulties in translating anatomical knowledge into clinical practice during preoperative planning. Additionally, a scarcity of hands-on experience in real surgical environments exacerbates these issues, creating knowledge gaps that may compromise clinical performance.
Fortunately, advancements in technology are paving the way for improved surgical education. Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) have emerged as revolutionary tools in this arena, particularly for distance learning. Recent innovations have fostered immersive learning environments that enhance the educational experience for both surgical educators and students. The integration of these immersive technologies with 3D modeling holds significant potential for medical anatomy education. Research indicates that transforming 2D images into 3D VR models significantly enhances the intuitive understanding of anatomical structures. Compared to traditional educational methods, this approach improves knowledge retention and supports more effective memory formation.
In the realm of hepatobiliary surgery, which involves intricate vascular and anatomical features, there is increasing focus on utilizing immersive technologies. MR technology allows for enhanced visualization of liver anatomy, improving the understanding of vascular structures and tumor localization, ultimately benefiting surgical training. VR technology provides real-time interaction with 3D simulated environments, making it a critical tool for advancing surgical knowledge and skills. Meanwhile, AR enhances the educational experience, while MR and VR collectively facilitate a comprehensive visualization of the complex structures of liver.
Purpose of the Study:
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- Single (Participant)
盲法说明
Participants remained unaware of the trial purpose and assessment metrics, only that they would be learning and practicing the anatomical structures and surgical planning of hepatobiliary surgery.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Full-time undergraduate clinical medicine students
- •Postgraduate and trainees from accredited residency programs.
排除标准
- •Participants who had previously used the new technology or similar simulators
- •Participants lacking clinical anatomy learning experience.
结局指标
主要结局
Anatomical knowledge
时间窗: Before and after the completion of the learning process, an average of 1 day
Anatomists create relevant test questions and assess performance of participants; by comparing the results of baseline and post-study score of the Anatomy and Surgical Competence Test. The improvement in test scores serves as an indicator for evaluating learning outcomes.
次要结局
- Differences in Emotional Intensity(Before and after the completion of the learning process, an average of 1 day)