Abstract：
OBJECTIVE: This study aims to evaluate the instructional efficacy of a 3D Surgical Training System (3DSTS), which combines real surgical footage with high-definition 3D animations, against conventional surgical videos and textbooks in the context of orthopedic proximal humerus fracture surgeries.
METHODS: Before the experiment, 89 participants completed a pre-educational knowledge assessment. They were then randomized into 3 groups: the 3DSTS group (n = 30), the surgical video (SV) group (n = 29), and the textbook group (n = 30). After their respective teaching courses, all participants took a posteducational assessment and completed a perceived cognitive load test. The 3DSTS group also filled out a satisfaction survey. Once all assessments were finished, the SV and textbook groups were introduced to the 3DSTS course and subsequently completed a satisfaction survey. All statistical analyses were executed using IBM SPSS version 24 (IBM Corp., Armonk, NY). For data fitting normal distribution, we employed one-way analysis of variance (one-way ANOVA) and Tukey HSD tests, whereas, for non-normally distributed data, we used Kruskal-Wallis H tests and Dunn\'s tests. The significance level for all tests was set at p < 0.05.
METHODS: Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei Province, P. R. China.
METHODS: About 89 doctors who undergoing standardized residents training.
RESULTS: The initial assessment scores among the three groups were comparable, showing no significant statistical difference. Post-education revealed a marked difference in the scores, with the 3DSTS group outperforming both the SV and textbook groups. Specifically, the 3DSTS group exhibited statistically greater improvement in areas such as procedural steps, and specialized surgical techniques compared to the SV and textbook groups. During the 3DSTS teaching process, participants reported the least perceived cognitive load and expressed strong satisfaction, highlighting that the instructional materials are well-prepared, and considering this teaching method superior and more innovative than previous courses they had encountered.
CONCLUSIONS: The 3D Surgical Training System, integrating real videos with 3D animations, significantly enhances orthopedic surgery education over conventional methods, providing improved comprehension, lower cognitive load, and standardized learning outcomes. Its efficacy and high participant satisfaction underscore its potential for broader adoption in surgical disciplines. This study is registered with ClinicalTrials. gov ID: ChiCTR2300074730.
METHODS: Before the experiment, 89 participants completed a pre-educational knowledge assessment. They were then randomized into 3 groups: the 3DSTS group (n = 30), the surgical video (SV) group (n = 29), and the textbook group (n = 30). After their respective teaching courses, all participants took a posteducational assessment and completed a perceived cognitive load test. The 3DSTS group also filled out a satisfaction survey. Once all assessments were finished, the SV and textbook groups were introduced to the 3DSTS course and subsequently completed a satisfaction survey. All statistical analyses were executed using IBM SPSS version 24 (IBM Corp., Armonk, NY). For data fitting normal distribution, we employed one-way analysis of variance (one-way ANOVA) and Tukey HSD tests, whereas, for non-normally distributed data, we used Kruskal-Wallis H tests and Dunn\'s tests. The significance level for all tests was set at p < 0.05.
METHODS: Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, Hubei Province, P. R. China.
METHODS: About 89 doctors who undergoing standardized residents training.
RESULTS: The initial assessment scores among the three groups were comparable, showing no significant statistical difference. Post-education revealed a marked difference in the scores, with the 3DSTS group outperforming both the SV and textbook groups. Specifically, the 3DSTS group exhibited statistically greater improvement in areas such as procedural steps, and specialized surgical techniques compared to the SV and textbook groups. During the 3DSTS teaching process, participants reported the least perceived cognitive load and expressed strong satisfaction, highlighting that the instructional materials are well-prepared, and considering this teaching method superior and more innovative than previous courses they had encountered.
CONCLUSIONS: The 3D Surgical Training System, integrating real videos with 3D animations, significantly enhances orthopedic surgery education over conventional methods, providing improved comprehension, lower cognitive load, and standardized learning outcomes. Its efficacy and high participant satisfaction underscore its potential for broader adoption in surgical disciplines. This study is registered with ClinicalTrials. gov ID: ChiCTR2300074730.
摘要：
目的：本研究旨在评估3D手术训练系统（3DSTS）的教学效能，结合了真实的手术镜头和高清3D动画，针对骨科肱骨近端骨折手术的常规手术视频和教科书。
方法：实验前，89名参与者完成了教育前知识评估。然后将他们随机分为3组：3DSTS组（n=30），手术视频（SV）组（n=29），和教科书组(n=30)。在各自的教学课程之后，所有参与者进行了教育后评估,并完成了感知认知负荷测试.3DSTS小组还填写了满意度调查。一旦所有评估完成，SV和教科书组被引入3DSTS课程,随后完成了满意度调查.所有统计分析均使用IBMSPSS版本24(IBMCorp.,Armonk,NY).对于数据拟合正态分布，我们采用单向方差分析(单向方差分析)和TukeyHSD检验，然而,对于非正态分布的数据，我们使用了Kruskal-WallisH测试和Dunn's测试。所有测试的显著性水平设定为p<0.05。
方法：协和医院，同济医学院,华中科技大学,武汉,湖北省,P.R.中国。
方法：关于89名接受规范化住院医师培训的医生。
结果：三组之间的初始评估得分具有可比性，差异无统计学意义。教育后发现分数有明显差异，3DSTS组的表现优于SV和教科书组。具体来说,3DSTS组在程序步骤等方面表现出统计学上更大的改进，与SV和教科书组相比，以及专门的手术技术。在3DSTS教学过程中，参与者报告了感知到的认知负荷最小，并表达了强烈的满意度，强调教材准备充分，考虑到这种教学方法比他们以前遇到的课程优越和更具创新性。
结论：3D手术训练系统，将真实视频与3D动画集成，与传统方法相比，显着增强了骨科手术教育，提供更好的理解，较低的认知负荷，和标准化的学习成果。其功效和较高的参与者满意度突显了其在外科学科中更广泛采用的潜力。这项研究已在临床试验中注册。政府ID：ChiCTR2300074730。
方法：实验前，89名参与者完成了教育前知识评估。然后将他们随机分为3组：3DSTS组（n=30），手术视频（SV）组（n=29），和教科书组(n=30)。在各自的教学课程之后，所有参与者进行了教育后评估,并完成了感知认知负荷测试.3DSTS小组还填写了满意度调查。一旦所有评估完成，SV和教科书组被引入3DSTS课程,随后完成了满意度调查.所有统计分析均使用IBMSPSS版本24(IBMCorp.,Armonk,NY).对于数据拟合正态分布，我们采用单向方差分析(单向方差分析)和TukeyHSD检验，然而,对于非正态分布的数据，我们使用了Kruskal-WallisH测试和Dunn's测试。所有测试的显著性水平设定为p<0.05。
方法：协和医院，同济医学院,华中科技大学,武汉,湖北省,P.R.中国。
方法：关于89名接受规范化住院医师培训的医生。
结果：三组之间的初始评估得分具有可比性，差异无统计学意义。教育后发现分数有明显差异，3DSTS组的表现优于SV和教科书组。具体来说,3DSTS组在程序步骤等方面表现出统计学上更大的改进，与SV和教科书组相比，以及专门的手术技术。在3DSTS教学过程中，参与者报告了感知到的认知负荷最小，并表达了强烈的满意度，强调教材准备充分，考虑到这种教学方法比他们以前遇到的课程优越和更具创新性。
结论：3D手术训练系统，将真实视频与3D动画集成，与传统方法相比，显着增强了骨科手术教育，提供更好的理解，较低的认知负荷，和标准化的学习成果。其功效和较高的参与者满意度突显了其在外科学科中更广泛采用的潜力。这项研究已在临床试验中注册。政府ID：ChiCTR2300074730。
