Trial reportBMC medical education2025
Application effectiveness analysis of diversified teaching combined with virtual simulation experiments in standardized training for orthopedic residents.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Haptic Virtual Reality Training for Combined Spinal-Epidural Anesthesia in Anesthesiology Trainees: Prospective Randomized Controlled Pilot Trial.JMIR serious games · 2026Article
- Construction of a virtual simulation teaching system for medical imaging education: a single-center experience.Frontiers in medicine · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis study aimed to evaluate the application effect of combining diversified teaching with virtual simulation experiments in the standardized training for orthopedic residents.
methodsThirty 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.
resultsThe 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).
conclusionThe 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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.