Trial reportBMC medical education2025
Application of problem-based learning combined with three-dimensional visualization reconstruction technology in trauma orthopedics teaching and its impact on teaching satisfaction.
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.
- Integrating problem-based learning with virtual simulation in trauma orthopedic education: effects on learning outcomes and student satisfaction.BMC medical education · 2026Trial
- Printing the future of surgical education: a randomized trial of digital tools in cardiovascular training.Cardiovascular diagnosis and therapy · 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
5 authors.
Funding
Abstract
backgroundTrauma orthopaedics presents unique challenges in medical education due to complex fracture morphology and the limitations of traditional lecture-based approaches. Problem-Based Learning (PBL) emphasizes active participation and clinical reasoning, while three-dimensional visualization reconstruction technology (3D-VRT) enhances spatial understanding of anatomy and fracture patterns. However, the combined application of PBL and 3D-VRT in trauma orthopaedics education has not been fully evaluated.
methodsA single-blinded randomized controlled trial was conducted at the First Affiliated Hospital of Wannan Medical College, enrolling 50 clinical medical students between July 2023 and June 2024. Students were randomly assigned to the control group (traditional teaching, n = 25) or the experimental group (PBL combined with 3D-VRT, n = 25). Teaching effectiveness was assessed by written examinations, practical skill evaluations, a critical thinking disposition inventory, student evaluations of teaching methods, and a teaching satisfaction questionnaire.
resultsBefore the intervention, baseline performance showed no significant difference between the two groups. After the intervention, the experimental group demonstrated higher written examination scores (84.72 ± 2.39 vs. 79.52 ± 2.21, mean difference = 5.20, 95% CI: 3.62–6.78, P < 0.01) and practical operation scores (86.68 ± 2.22 vs. 79.24 ± 2.96, mean difference = 7.44, 95% CI: 5.82–9.06 P < 0.01) compared with the control group. Critical thinking ability scores were higher in the experimental group across all seven dimensions (total score 361.36 ± 11.46 vs. 256.96 ± 8.89, mean difference = 104.4, 95% CI: 95.1–113.7, P < 0.05). Student evaluations of teaching effectiveness (17.84 ± 1.12 vs. 10.72 ± 1.59, mean difference = 7.12, 95% CI: 5.51–8.73, P < 0.05) and overall teaching satisfaction (85.92 ± 4.34 vs. 74.96 ± 5.64, mean difference = 10.96, 95% CI: 8.24–13.68,P < 0.05) were also improved in the experimental group.
conclusionThe integration of PBL with 3D-VRT was associated with improved knowledge acquisition, practical skills, critical thinking ability, and teaching satisfaction among medical students in trauma orthopaedics education. This blended approach addresses the limitations of traditional teaching and offers a promising strategy for improving educational outcomes in trauma orthopaedics.
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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.