Kuhn Sebastian, Huettl Florentine, Deutsch Kim, Kirchgässner Elisa, Huber Tobias, Kneist Werner
AG 4 - Digitale Medizin, Medizinische Fakultät OWL, Universität Bielefeld.
Zentrum für Orthopädie und Unfallchirurgie, Universitätsmedizin Mainz, Deutschland.
Zentralbl Chir. 2021 Feb;146(1):37-43. doi: 10.1055/a-1265-7259. Epub 2021 Feb 15.
The digital transformation of healthcare is changing the medical profession. Augmented/Virtual Reality (AR/VR) and robotics are being increasingly used in different clinical contexts and require supporting education and training, which must begin within the medical school. There is currently a large discrepancy between the high demand and the number of scientifically proven concepts. The aim of this thesis was the conceptual design and structured evaluation of a newly developed learning/teaching concept for the digital transformation of medicine, with a special focus on the influence of surgical teaching.
Thirty-five students participated in three courses of the blended learning curriculum "Medicine in the digital age". The 4th module of this course deals with virtual reality, augmented reality and robotics in surgery. It is divided into the following course parts: (1) immersive surgery simulation of a laparoscopic cholecystectomy, (2) liver surgery planning using AR/VR, (3) basic skills on the VR simulator for robotic surgery, (4) collaborative surgery planning in virtual space and (5) expert discussion. After completing the overall curriculum, a qualitative and quantitative evaluation of the course concept was carried out by means of semi-structured interviews and standardised pre-/post-evaluation questionnaires.
In the qualitative evaluation procedure of the interviews, 79 text statements were assigned to four main categories. The largest share (35%) was taken up by statements on the "expert discussion", which the students consider to be an elementary part of the course concept. In addition, the students perceived the course as a horizon-widening "learning experience" (29% of the statements) with high "practical relevance" (27%). The quantitative student evaluation shows a positive development in the three sub-competences knowledge, skills and attitude.
Surgical teaching can be profitably used to develop digital skills. The speed of the change process of digital transformation in the surgical specialty must be considered. Curricular adaptation should be anchored in the course concept.
医疗保健的数字化转型正在改变医学专业。增强现实/虚拟现实（AR/VR）和机器人技术在不同临床环境中的应用越来越广泛，这需要配套的教育和培训，而这种教育和培训必须在医学院校阶段就开始。目前，高需求与经科学验证的概念数量之间存在巨大差距。本论文的目的是对新开发的医学数字化转型学习/教学概念进行概念设计和结构化评估，特别关注外科教学的影响。
35名学生参加了“数字时代的医学”混合式学习课程的三门课程。该课程的第4模块涉及外科手术中的虚拟现实、增强现实和机器人技术。它分为以下课程部分：（1）腹腔镜胆囊切除术的沉浸式手术模拟，（2）使用AR/VR进行肝脏手术规划，（3）机器人手术VR模拟器的基本技能，（4）虚拟空间中的协作手术规划，以及（5）专家讨论。完成整个课程后，通过半结构化访谈和标准化的课前/课后评估问卷对课程概念进行了定性和定量评估。
在访谈的定性评估过程中，79条文本陈述被归入四个主要类别。其中最大比例（35%）的陈述是关于“专家讨论”的，学生们认为这是课程概念的一个基本组成部分。此外，学生们将该课程视为具有高度“实际相关性”（27%）的拓宽视野的“学习体验”（29%的陈述）。学生的定量评估显示，在知识、技能和态度这三个子能力方面有积极的发展。
外科教学可有效地用于培养数字技能。必须考虑外科专业数字化转型变革过程的速度。课程调整应融入课程概念之中。
