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Background <p>This study explores the use of Orthanc, Mango, and 3D printing technologies to simulate ophthalmic plastic surgery teaching for undergraduate medical students. By incorporating 3D image modeling, segmentation, surgical manipulation, quantitative measurement, and virtual surgical planning, we aim to provide an intuitive, visual representation of complex surgical procedures and enhance students’ theoretical knowledge, diagnostic skills, and surgical competence.</p> Methods <p>Fifty-eight clinical medicine students from the 2022 cohort at Haiyuan College, Kunming Medical University, were randomly assigned to an experimental group (computer-aided teaching) or a control group (conventional teaching). Teaching effectiveness was evaluated through theoretical exams, practical assessments, and satisfaction surveys over one semester.</p> Results <p>The experimental group showed significantly higher scores in theoretical knowledge, practical surgical skills, and teaching satisfaction (all <i>P</i> &lt; 0.001), with large effect sizes (Cohen’s d &gt; 0.98). The satisfaction rate in the experimental group was 91.24%, nearly 10% points higher than that in the control group (81.31%).</p> Conclusion <p>In this study, the computer-assisted surgical technology was associated with a simplified teaching process, improved spatial understanding among participants, and led to a significant enhancement in students’ mastery of ophthalmic plastic surgery as measured by our assessments.</p>

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Research on the application of computer-assisted surgical technology in ophthalmic plastic surgery education​

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月22日

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  • Junming Li,
  • Jing Li,
  • Haiyan Zhao

摘要

Background

This study explores the use of Orthanc, Mango, and 3D printing technologies to simulate ophthalmic plastic surgery teaching for undergraduate medical students. By incorporating 3D image modeling, segmentation, surgical manipulation, quantitative measurement, and virtual surgical planning, we aim to provide an intuitive, visual representation of complex surgical procedures and enhance students’ theoretical knowledge, diagnostic skills, and surgical competence.

Methods

Fifty-eight clinical medicine students from the 2022 cohort at Haiyuan College, Kunming Medical University, were randomly assigned to an experimental group (computer-aided teaching) or a control group (conventional teaching). Teaching effectiveness was evaluated through theoretical exams, practical assessments, and satisfaction surveys over one semester.

Results

The experimental group showed significantly higher scores in theoretical knowledge, practical surgical skills, and teaching satisfaction (all P < 0.001), with large effect sizes (Cohen’s d > 0.98). The satisfaction rate in the experimental group was 91.24%, nearly 10% points higher than that in the control group (81.31%).

Conclusion

In this study, the computer-assisted surgical technology was associated with a simplified teaching process, improved spatial understanding among participants, and led to a significant enhancement in students’ mastery of ophthalmic plastic surgery as measured by our assessments.