ArticleAJOG global reports2025
In-theatre demonstration of laparoscopic retroperitoneal anatomy as an educational tool for final-year MBBS students: a novel quasi randomized experiment.
Article in AJOG global reports, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Traditional methods of teaching anatomical landmarks and their clinical and surgical significance often exhibit low retention rates. Medical educators have consistently sought to integrate innovative pedagogical approaches in response to evolving educational needs. The advent of multimedia technologies has significantly enhanced engagement and retention in learning, thus promoting a deeper contextual understanding in various clinical settings. Aims: To compare the effectiveness of laparoscopic interactive demonstration of retroperitoneal vascular anatomy against traditional classroom teaching among medical students concerning knowledge acquisition, memory consolidation, and their perception of the teaching method. Design: A prospective single-center, two-arm, Quasi-randomized Educational Intervention Trial (allocation ratio 1:1) assigned 152 final-year undergraduate medical students to either the intervention (live interactive schooling) or the control group (conventional classroom teaching). The primary outcome measured was an enhancement in fundamental pelvic retroperitoneal anatomy, which was assessed by administering pre- and post-test questionnaires of equal difficulty. Feedback forms were used to compare the acceptability and perception of the novel and traditional methods. Statistical analysis was performed using STRATA 14.4, paired t-tests for pre- and post-test comparisons, and Likert scale responses for feedback analysis. Results: Both groups had comparable mean pretest scores. Post-test, the novel-method group demonstrated a significantly greater improvement (8.67±2.81) than the conventional group (5.74±3.18), with a mean difference of 2.93 (95% CI: 1.96-3.90; Conclusion: Live interactive educational techniques were found to be effective, acceptable, and more student-oriented than traditional teaching-learning methods. Trial Registration: Clinical Trials Registry-India, CTRI/2024/02/062476URL: https://ctri.nic.in/.
Indexed as
Identifiers
What OpenQuestion holds
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.