Application of augmented reality technology combined with case-based learning in cardiovascular surgery clinical teaching

doi:10.3969/j.issn.2096-045X.2025.04.012

Abstract

Abstract: Objective　To explore the effects and feedback of applying augmented reality (AR) technology to case-based learning (CBL) in the clinical teaching of cardiovascular surgery.Methods　Twenty doctoral students majoring in cardiovascular surgery in the class of 2022 and 2023 at Beijing Anzhen Hospital, Capital Medical University, were enrolled in this study, respectively. The two grades were divided into the experimental group and the control group with 10 people each by a random number table. The experimental group adopted AR+CBL combined teaching method, while the control group adopted traditional teaching methods. Students in the class of 2022 and 2023 undertook 1 and 2 semesters of teaching-research activities, respectively, and attended basically the same course. The overall scores, output text analysis, and classroom participation of the two groups of students were compared. Additionally, an anonymous questionnaire survey was conducted to collect the two groups' evaluations of the teaching effect, as well as their satisfaction with teachers and their preferences for teaching methods. Results　The overall performance of the experimental group was better than that of the control group. Among them, the final scores of the experimental group and the control group were [(84.57±2.26 points) vs. (81.02±2.37 points), P＜0.001, Cohen's d=1.53]. The effective interaction frequency of the experimental group was higher than that of the control group, and the questionnaire survey showcased that the experimental group was superior to the control group in terms of clear and understandable teaching methods, enhancing learning interest, shortening learning time, helping to memorize theories and master clinical skills (P＜0.05). Meanwhile, teachers had higher satisfaction with AR+CBL combined teaching method and were more inclined to this teaching method.Conclusion　The application of AR+CBL combined teaching method in cardiovascular surgery has achieved favorable teaching effects, improved students' learning enthusiasm and clinical practice ability, and is worthy of promotion in clinical teaching.

Key words: augmented reality, case-based learning, cardiovascular surgery, clinical teaching, clinical doctor graduate student, blended teaching

CLC Number:

R615
G642.0

Wang Chuan, , Luo Weiran, Li Haiyang, Zhang Hongjia. Application of augmented reality technology combined with case-based learning in cardiovascular surgery clinical teaching[J]. Medical Education Management, 2025, 11(4): 444-449.

0
/ / Recommend

Add to citation manager EndNote|Reference Manager|ProCite|BibTeX|RefWorks

URL: https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/10.3969/j.issn.2096-045X.2025.04.012

https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/Y2025/V11/I4/444

References

［1］ Ahmad D， Tchantchaleishvili V. Commentary： nurturing medical students interested in cardiothoracic surgery： lessons from the inaugural thoracic surgery medical students association survey［J］. J Thorac Cardiovasc Surg， 2023， 166（1）： 179-180.
［2］崔永春，李波，罗富良，等. 冠脉搭桥专项手术技能培训新模式在研究生教育中的应用探讨［J］. 中华医学教育探索杂志， 2019， 18（2）：172-176.
［3］ Lehenbauer D G， Hui D S. Commentary： inspiration and cultivation-students to cardiothoracic surgeons［J］. J Thorac Cardiovasc Surg， 2020， 159（5）： 1915-1916.
［4］ Zhao J， Gong X， Ding J， et al. Integration of case-based learning and three-dimensional printing for tetralogy of fallot instruction in clinical medical undergraduates： a randomized controlled trial［J］. BMC Med Educ， 2024， 24（1）： 571.
［5］ Ingrassia P L， Mormando G， Giudici E， et al. Augmented reality learning environment for basic life support and defibrillation training： usability study［J］. J Med Internet Res， 2020， 22（5）： e14910.
［6］ Venkatesan M， Mohan H， Ryan J R， et al. Virtual and augmented reality for biomedical applications［J］. Cell Rep Med， 2021， 2（7）： 100348.
［7］ Ayoub A， Pulijala Y. The application of virtual reality and augmented reality in oral & maxillofacial surgery［J］. BMC Oral Health， 2019， 19（1）： 238.
［8］ Mendez K J W， Piasecki R J， Hudson K， et al. Virtual and augmented reality： implications for the future of nursing education［J］. Nurse Educ Today， 2020， 93： 104531.
［9］ Sun P， Zhao Y， Men J， et al. Application of virtual and augmented reality technology in hip surgery： systematic review［J］. J Med Internet Res， 2023， 25： e37599.
［10］ Freifeld Y， Diaz de Leon A， Xi Y， et al. Diagnostic performance of prospectively assigned likert scale scores to determine extraprostatic extension and seminal vesicle invasion with multiparametric mri of the prostate［J］. AJR Am J Roentgenol， 2019， 212（3）： 576-581.
［11］孙念梓，庞广辉，杨琳. 对分课堂结合微课在心外科规培带教中的实践研究［J］. 中华医学教育探索杂志， 2022， 21（3）：329-332.
［12］ Holland J C， Pawlikowska T. Undergraduate medical students' usage and perceptions of anatomical case-based learning： comparison of facilitated small group discussions and elearning resources［J］. Anat Sci Educ， 2019， 12（3）： 245-256.
［13］张云红，赵艳萍，杨渝，等. 住院医师为主导联合案例教学法在全科专业住院医师规范化培训中的应用［J］. 中国基层医药， 2024， 31（1）： 130-134.
［14］ Jung C， Wolff G， Wernly B， et al. Virtual and augmented reality in cardiovascular care： state-of-the-art and future perspectives［J］.JACC Cardiovasc Imaging， 2022， 15（3）： 519-532.
［15］王静雯，王伟，唐俊军. 增强现实技术在心脏磁共振住院医师规范化培训教学中的应用［J］. 中华医学教育探索杂志， 2024， 23（8）： 1144-1148. .
［16］ Schneider F， Horowitz A， Lesch K P， et al. Delaying memory decline： different options and emerging solutions［J］. Transl Psychiatry， 2020， 10（1）：13.

[1]	Adili·Abudureheman, Tao Yicun, Zhou Wenting, Wang Ye, Luo Xin, Zhang Yanzhi, Li Linlin. Preliminary study of blended teaching reform in pharmacology under the OBE concept [J]. Medical Education Management, 2025, 11(2): 134-138.
[2]	Tian Yan, Bi Guizhi, Xiao Huanxin. Application of blended teaching based on the ICAP theory in obstetrics and gynecology nursing [J]. Medical Education Management, 2025, 11(2): 210-215.
[3]	Ci Weiping, Gao Na, Li Taotao, Pan Lili. Application of three-track teaching method combined with multimedia courseware in tumor immunity teaching [J]. Medical Education Management, 2025, 11(1): 51-56.
[4]	Lü Yalan, Hou Xiaorong. Evaluation of engagement in blended teaching and its influencing factors [J]. Medical Education Management, 2025, 11(1): 86-91.
[5]	Xie Chunhui, Su Ping, Xie Hui, Liu Jiahuan, Zhang Yue. Transformation and influential factors of student engagement in College English learning—taking Capital Medical University as an example [J]. Medical Education Management, 2024, 10(6): 642-648.
[6]	Li Hu, Li Yang, Guan Xiaoyan, Bai Guohui, Wu Jiayuan. Practice of the CBL+Seminar teaching method in pediatric dentistry internship [J]. Medical Education Management, 2024, 10(6): 709-714.
[7]	Zhao Ruifen, Cheng Dongmei, Wei Jianxia, Huang Shiyun, Zhou Li. Effectiveness of scenario simulation combined with CBL in improving obstetrics residents' doctor-patient communication skills [J]. Medical Education Management, 2024, 10(1): 80-85.
[8]	Kong Songzhi, Cai Ying. Blended teaching model of pharmacognosy under the concept of golden course [J]. Medical Education Management, 2023, 9(6): 717-722.
[9]	Li Xiaoxi, Tan Wenhui, Wang Zhongxia, Li Bo, Dong Jinghui, Xie Ying, Huang Lei, Zhang Xin. Application of multidisciplinary team and case-based learning in clinical teaching of infectious diseases [J]. Medical Education Management, 2023, 9(6): 740-745.
[10]	Tao Xin. A blended model of genre-based English academic writing course for medical students [J]. Medical Education Management, 2023, 9(4): 463-468.
[11]	Li Jiajia, Li Hanhan, Xu Tongtong, Yang Changqing. Application of PBL teaching method in clinical pharmacotherapy for postgraduates [J]. Medical Education Management, 2023, 9(2): 154-159,172.
[12]	Liu Jinqiang, Zhang Rui, Zhou Wei, Ji Gang, Hong Liu. Dilemma of and solution to online clinical teaching during hospital closed-loop management [J]. Medical Education Management, 2023, 9(2): 201-205,211.
[13]	Cui Hai, Yuan Hongwen, Du Ruosang, Zhang Lu, Wang Tianqi, Zheng Shumei. Application of case-based learning in English for international students majoring in clinical medicine—taking Acupuncture and Moxibustion course as an example [J]. Medical Education Management, 2022, 8(6): 726-730.
[14]	Chen Gang, Wang Lin’e, Gong Shusheng, Jing Yan, Wei Chunhui. Application of multi-dimensional evaluation system in online clinical teaching of otorhinolaryngology head and neck surgery [J]. Medical Education Management, 2022, 8(6): 731-736.
[15]	Qian Subo, Zhang Shun, Zhang Lin, Huang Yunteng, Qi Jun. Application of standardized patient combined with case-based learning in medical teaching of urology [J]. Medical Education Management, 2022, 8(5): 569-573.