ArticleAdvances in medical education and practice2026
Blended Learning with Holographic Imaging Support in Urologic Oncology Education for International Medical Students: A Controlled Educational Study.
Article in Advances in medical education and practice, 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
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: Teaching urologic oncology to international medical students is challenging because the content is anatomically complex, clinically applied, and often learned in a second-language environment. This study evaluated whether a blended-learning intervention with holographic imaging support improved theoretical knowledge and performance on case-analysis questions. Patients and methods: In this single-center, parallel-group randomized controlled educational study conducted between April and June 2024, 80 international undergraduate medical students were randomly assigned in a 1:1 ratio to an intervention group receiving blended learning with holographic imaging support or a control group receiving conventional teacher-centered instruction using a computer-generated allocation sequence prepared in Microsoft Excel (40 students per group). Holographic imaging included QR-code-linked three-dimensional models, HoloLens-supported interactive exploration, and surgical videos with holographic navigation. Outcomes included a post-module assessment and an anonymous learner-perception questionnaire. Results: The intervention group achieved a significantly higher overall score than the control group (92.71 ± 1.25 vs 85.69 ± 3.15, P < 0.001). This difference was driven mainly by performance on case-analysis questions (47.66 ± 1.80 vs 41.75 ± 3.70, P < 0.001), whereas theoretical essay scores did not differ significantly (45.06 ± 1.77 vs 43.94 ± 3.99, P = 0.111). Learner-perception responses were more favorable in the intervention group across all six items after Holm adjustment (adjusted P ≤ 0.039). Conclusion: Blended learning with holographic imaging support was associated with higher overall and case-analysis scores and more favorable learner perceptions, whereas theoretical essay scores did not differ significantly. This approach may be useful for teaching spatially complex content in urologic oncology, although larger multicenter studies with longer follow-up are warranted.
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.