Advances in medical education and practice · 2026
Blended Learning with Holographic Imaging Support in Urologic Oncology Education for International Medical Students: A Controlled Educational Study.
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Zhao Binbin, Lu Xiaoyu, Bi Jianbin, Chen Lizhu, Jin Xin, Zhang Mo
Аннотация
PURPOSE: Teaching urologic oncology to international medical students is challenging because the content is anatomically complex, clinically applied, and often learned in a second-language environment. This study evaluated whether a blended-learning intervention with holographic imaging support improved theoretical knowledge and performance on case-analysis questions.
PATIENTS AND METHODS: In this single-center, parallel-group randomized controlled educational study conducted between April and June 2024, 80 international undergraduate medical students were randomly assigned in a 1:1 ratio to an intervention group receiving blended learning with holographic imaging support or a control group receiving conventional teacher-centered instruction using a computer-generated allocation sequence prepared in Microsoft Excel (40 students per group). Holographic imaging included QR-code-linked three-dimensional models, HoloLens-supported interactive exploration, and surgical videos with holographic navigation. Outcomes included a post-module assessment and an anonymous learner-perception questionnaire.
RESULTS: The intervention group achieved a significantly higher overall score than the control group (92.71 ± 1.25 vs 85.69 ± 3.15, P < 0.001). This difference was driven mainly by performance on case-analysis questions (47.66 ± 1.80 vs 41.75 ± 3.70, P < 0.001), whereas theoretical essay scores did not differ significantly (45.06 ± 1.77 vs 43.94 ± 3.99, P = 0.111). Learner-perception responses were more favorable in the intervention group across all six items after Holm adjustment (adjusted P ≤ 0.039).
CONCLUSION: Blended learning with holographic imaging support was associated with higher overall and case-analysis scores and more favorable learner perceptions, whereas theoretical essay scores did not differ significantly. This approach may be useful for teaching spatially complex content in urologic oncology, although larger multicenter studies with longer follow-up are warranted.
PATIENTS AND METHODS: In this single-center, parallel-group randomized controlled educational study conducted between April and June 2024, 80 international undergraduate medical students were randomly assigned in a 1:1 ratio to an intervention group receiving blended learning with holographic imaging support or a control group receiving conventional teacher-centered instruction using a computer-generated allocation sequence prepared in Microsoft Excel (40 students per group). Holographic imaging included QR-code-linked three-dimensional models, HoloLens-supported interactive exploration, and surgical videos with holographic navigation. Outcomes included a post-module assessment and an anonymous learner-perception questionnaire.
RESULTS: The intervention group achieved a significantly higher overall score than the control group (92.71 ± 1.25 vs 85.69 ± 3.15, P < 0.001). This difference was driven mainly by performance on case-analysis questions (47.66 ± 1.80 vs 41.75 ± 3.70, P < 0.001), whereas theoretical essay scores did not differ significantly (45.06 ± 1.77 vs 43.94 ± 3.99, P = 0.111). Learner-perception responses were more favorable in the intervention group across all six items after Holm adjustment (adjusted P ≤ 0.039).
CONCLUSION: Blended learning with holographic imaging support was associated with higher overall and case-analysis scores and more favorable learner perceptions, whereas theoretical essay scores did not differ significantly. This approach may be useful for teaching spatially complex content in urologic oncology, although larger multicenter studies with longer follow-up are warranted.