Application effectiveness analysis of diversified teaching combined with virtual simulation experiments in standardized training for orthopedic residents.

OBJECTIVE

This study aimed to evaluate the application effect of combining diversified teaching with virtual simulation experiments in the standardized training for orthopedic residents.

METHODS

Thirty residents from Peking University Third Hospital were selected and randomly divided into three groups (n = 10 per group): the Virtual Simulation group, the Medical Manikin group, and the Virtual Simulation combined with Simulator group (the Combined Training group). All participants received online pre-study and 3-h offline theoretical teaching. Subsequently, the Virtual Simulation group underwent 2-h virtual simulation training for lumbar spinal stenosis, the Simulator group received 2-h simulator-based lumbar spinal stenosis training, and the Combined Training group received 1-h virtual simulation training plus 1-h simulator-based training. After the training, all participants completed theoretical assessments and practical skill examinations on the integrated diagnosis and treatment of lumbar spinal stenosis. Their subjective evaluations of the training were also collected via questionnaires.

RESULTS

The results showed that the Combined Training group achieved significantly higher scores in both theoretical knowledge (92.1 ± 3.8) and practical skills (92.7 ± 2.8) compared to the Medical Manikin group (theoretical: 84.2 ± 3.1, practical: 83.0 ± 3.1) and the Virtual Simulation group (theoretical: 86.5 ± 2.7, practical: 86.1 ± 3.1).

CONCLUSION

The combination of diversified teaching and virtual simulation experiments demonstrates significant advantages in enhancing the teaching effectiveness of integrated diagnosis and treatment for lumbar spinal stenosis. The teaching model combining virtual simulation and simulators is more effective in improving residents' learning efficiency and practical skills compared to using either modality alone.