Trial reportBMC medical education2026
The role of three-dimensional knowledge target teaching combined with immersive clinical experience in otology teaching practice.
Trial report in BMC medical education, 2026. 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
4 authors.
Funding
Abstract
objectiveThis study aimed to evaluate the impact of three-dimensional knowledge-targeted teaching combined with immersive clinical experiences on otology education.
methodsA prospective study was conducted on 100 undergraduate interns in their eighth semester of otolaryngology training at Anhui Medical University from June 2023 to November 2024. They were randomly assigned to either a control group (n = 50), which received conventional teaching, or an observation group (n = 50), which received a teaching model combining three-dimensional knowledge-targeted instruction integrated with immersive clinical experience (ICE). ICE involved supervised role-playing, progressive hands-on skill training, real-time instructor feedback, case discussions, and reflective journaling. Primary outcomes included teaching quality scores, clinical practice ability assessed by the Mini-CEX scale, and teaching satisfaction.
resultsIn the post-intervention assessment, the observation group scored significantly higher than the control group both in teaching quality (all five dimensions; all P < 0.01) and in Mini-CEX-evaluated clinical abilities, including humanistic care (7.25 ± 0.33 vs. 5.45 ± 0.20), clinical judgment (7.56 ± 0.31 vs. 6.10 ± 0.31), medical interview (7.45 ± 0.66 vs. 6.20 ± 0.11), organizational efficiency (7.45 ± 0.69 vs. 6.45 ± 0.35), communication skills (7.45 ± 0.22 vs. 6.40 ± 0.20), physical examination (7.40 ± 0.41 vs. 6.30 ± 0.21), and overall performance (7.45 ± 0.62 vs. 6.56 ± 0.23) (all P < 0.01). Teaching satisfaction was also higher in the observation group than in the control group (90.00% vs. 72.00%; P = 0.021).
conclusionIntegrating three-dimensional knowledge-targeted teaching with immersive clinical experience enhances students’ performance in clinical practice and overall satisfaction. This innovative teaching model suggests a potential benefit of comprehensive student development, improves teaching satisfaction, and strengthens the foundation for advancing otology education.
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.