ABSTRACT
Objective:To explore the application of 3D printing technology in anatomy teaching of radical resection of lung cancer in the department of thoracic surgery.Methods:Forty young doctors who took turns in the routine training of thoracic surgery department of The First Affiliated Hospital of Guangzhou Medical University from September 2018 to September 2020 were selected as the research objects. They were randomly divided into the experimental group and the control group by envelope lottery, with 20 doctors in each group. They were respectively trained with traditional teaching and 3D printing technology. After one month of training, objective teaching content test and subjective teaching effect questionnaire were used to evaluate the effect. SPSS 24.0 was used for t-test, Chi-square test or Fisher exact probability test. Results:Under plain CT scan and video-assisted thoracoscopy during operation, all the students identified five groups of anatomical structures: pulmonary artery, pulmonary bronchus, pulmonary vein, mediastinal lymph nodes in group 7, lymph nodes in groups 2 and 4 (right) or lymph nodes in groups 5 and 6 (left). The accuracy of CT and video-assisted thoracoscopy in the experimental group [(84.00±11.42) points and (74.00±13.14) points] were higher than those in the control group [(71.00±10.71) points and (56.50±9.88) points]. The subjective evaluation of the students in the experimental group was higher than those in the control group in the recognition of teaching methods, the improvement of teaching interest, the familiarity with CT images and the familiarity with intraoperative anatomy.Conclusion:Compared with the traditional teaching, 3D printing technology can improve the students' scores of objective teaching content test, and can improve the students' recognition of teaching methods, teaching interest, CT image familiarity and intraoperative anatomy familiarity.
ABSTRACT
Objective:To compare the application effects of high-definition two-dimensional (HD-2D) and glasses-free three-dimensional (GF-3D) display systems in thoracoscopy teaching.Methods:A total of 40 clinical medicine interns with no surgical experience from The First Affiliated Hospital of Guangzhou Medical University were recruited and were required to participate in a 1-week training course of endoscopy. They were then randomly allocated to the HD-2D group and GF-3D group and asked to perform three tasks: peg transfer, circular cutting, and suture knotting. Their performance was measured with a system that scored speed and precision. SPSS 25.0 was used to conduct t-test, Pearson Chi-square test and Fisher exact test for the comparison. Results:The mean time for the peg transfer test in GF-3D group was shorter than that in HD-2D group, without statistically significant difference [(63.20±21.11) s vs. (71.15± 17.26) s, P = 0.212]. The mean time for the circular cutting test in GF-3D group was shorter than that in HD-2D group, without statistically significant difference [(112.50±16.67) s vs. (118.15±24.43) s, P=0.410]. The mean time for the suture knotting test in GF-3D group was shorter than that in HD-2D group, with statistically significant difference [(301.50±32.77) s vs. (341.75±57.23) s, P=0.019]. The total score in GF-3D group was higher than that in HD-2D group, with statistically significant difference [(78.33±5.88) points vs. (72.08±6.83) points, P=0.005]. Conclusion:The GF-3D display system is clearly superior to the HD-2D system because it reduces the surgical learning curve, and is therefore suitable for basic teaching and skills training.