Objective

2

To investigate the application effect of the comprehensive innovative teaching model with "3D printed model combined with visual surgical simulation" as the core in the clinical teaching of extremity bone defects.

Methods

2

The physicians who participated in the clinical management of patients with extremity bone defects in Department of Orthopedics

Peking University Third Hospital

from March 2019 to December 2021 were selected as subjects and were divided into standardize

d training group with 52 physicians and refresher physician group with 58 physicians. Teaching and training was performed for the special disease of extremity bone defects

including basic knowledge teaching

dressing change for infected wounds

multidisciplinary discussion

digital surgical simulation

and practical surgical operation. The assessment indices for teaching quality included the assessment of theoretical knowledge and clinical skills

the objective evaluation of the clinical ability of patient management

and an investigation of the degree of satisfaction. SPSS 22.0 was used for the

t

-test and the chi-square test.

Results

2

After training

both groups had significant increases in the assessment scores of theoretical knowledge [(32.4±6.7） and (42.2±3.8)

]

and clinical practice skills [(19.6±2.0)

(20.8±2.2)

(20.5±2.5)

(21.5±2.3)

]

(

P

<

0.05). After training

the standardized training group had significant increases in the scores of six objective evaluation indicators [(8.3±0.8) vs. (6.9±1.1)

(7.4±0.7) vs. (6.3±1.5)

(7.2±1.3) vs. (5.0±1.4)

(7.9±1.2) vs. (4.0±1.5)

(8.4±0.8) vs. (6.4±1.6)

(40.3±2.6) vs. (28.6±2.4)

]

(

P

<

0.01)

while the refresher physician group had significant improvements in four aspects

i.e.

the understanding of extremity bone defects [(8.1±0.9) vs. (7.2±1.1)

]

the self-confidence in facing complex extremity bone defects [(8.1±1.2) vs. (6.6±0.9)

]

spatial thinking ability in repair surgery for bone defects [(8.6±0.8) vs. (7.3±0.9)

]

and overall clinical performance in actual management of patients with bone defects [(41.4±2.3) vs. (37.3±1.8)

]

(

P

<

0.01). The satisfaction score for this comprehensive innovative teaching model was (95.3±3.2) points in the standardized training group and (94.8±2.8) points in the refresher physician group.

Conclusions

2

The comprehensive innovative teaching model with "3D printed model combined with visual surgical simulation" as the core can significantly improve the basic knowledge and clinical skills of physicians in a short period of time and meet the needs for learning surgical techniques and advanced diagnosis and treatment concepts among refresher physicians.