Copertina

Unveiling the ultimate advantage: a meta-analysis of 3D visualization and problem-based learning in orthopedic education

Salvato in:
Pubblicato in:BMC Medical Education vol. 25 (2025), p. 1
Autore principale: Li, Ting
Altri autori: Hu, Yidan, Song, Ruohong, Liu, Hangyu, Gao, Xin, Wang, Fei, Xiao, Chengwei, Liu, Xilin
Pubblicazione:
Springer Nature B.V.
Soggetti:
United Kingdom > UK
Problem solving
Teaching
Medical students
Orthopedics
Performance evaluation
Visualization
Bias
Skills
Handbooks
Problem based learning
Education
Meta-analysis
Medical education
Retention (Psychology)
Physicians
Spatial Ability
Control Groups
Experimental Groups
Active Learning
Educational Methods
Teaching Methods
Participant Characteristics
Teacher Selection
Meta Analysis
Skill Development
Databases
Search Strategies
Trainees
Information Seeking
Outcomes of Education
Database Management Systems
Learner Engagement
Educational Strategies
Skill Analysis
Accesso online:Citation/Abstract
Full Text
Full Text - PDF
Tags: Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
Abstract:BackgroundThree-dimensional (3D) visualization has become increasingly prevalent in orthopedic education to tackle the distinct anatomical challenges of the field. However, there is a conspicuous lack of systematic reviews that thoroughly evaluate both the advantages and drawbacks of integrating 3D with problem-based learning (3D + PBL).MethodsA rigorous search of English databases (Cochrane Library, Embase, PubMed, Scopus, and Web of Science) and Chinese databases (National Knowledge Infrastructure: CNKI, Chongqing VIP: VIP, and Wan Fang) were performed up to July 2024 to identify relevant studies. Relevant studies were selected based on established eligibility criteria, with clinical data carefully extracted for analysis. Eighteen randomized controlled trials involving a total of 1,077 participants were included in the analysis.ResultsThe findings indicated that 3D + PBL instruction significantly outperformed traditional lecture-based learning (LBL) in terms of theoretical knowledge (SMD = 1.62, 95% CI: 1.14–2.10, P < 0.00001) and practical operational scores (SMD = 2.29, 95% CI: 1.41–3.16, P < 0.00001). Furthermore, students exposed to 3D + PBL teaching exhibited a significantly better understanding of orthopedic anatomical structures compared to those receiving LBL (SMD = 1.18, 95% CI: 0.71–1.65, P < 0.00001). Additionally, students in the 3D + PBL group achieved higher theoretical grades (OR = 2.95, 95% CI: 1.57–5.55, P = 0.0008) and reported greater overall satisfaction (OR = 3.26, 95% CI: 1.91–5.54, P < 0.0001) compared to their LBL counterparts.ConclusionGiven the unique demands of orthopedic education, 3D + PBL emerges as a highly effective teaching method. It not only improves students' theoretical scores but also enhances their communication skills and comprehension of complex concepts. Furthermore, students exhibit greater satisfaction with this approach.
ISSN:1472-6920
DOI:10.1186/s12909-025-06654-5
Fonte:Healthcare Administration Database