Zeng Hong, Li Mingqing, Liu Nenghui, Li Shuyi
Department of Reproductive Medicine Center, Xiangya Hospital, Central South University, Changsha, Hunan, China.
Clinical Research Center for Women's Reproductive Health in Hunan Province, Changsha, Hunan, China.
Int J Gynaecol Obstet. 2025 Sep;170(3):1243-1249. doi: 10.1002/ijgo.70153. Epub 2025 Apr 11.
A key part of gynecologic education is the gynecologic examination, especially the bimanual pelvic examination (BPE). Many medical students feel unsure and unprepared when they do pelvic examinations. The present study focused on whether immersive mixed reality (MR) technology can help to improve training efficiency in teaching BPE. The teaching efficiency was assessed by students' performance, satisfaction, and motivation.
This was a prospective cohort study. We enrolled 120 students from the class of 2021 at Xiangya Hospital and divided them into two groups. One group trained with the MR gynecologic examination training system (MR + traditional group) and the other group used traditional teaching methods (tTraditional group). We accessed the efficiency of MR technology in teaching BPE through quizzes, surveys about user experience, and the Revised Instructional Materials Motivation Survey (RIMMS).
The RIMMS results showed that the MR + traditional group demonstrated significant improvements in operational skills and student motivation compared to the traditional group, with substantial increment in attention (13.1 ± 0.92 vs. 9.87 ± 1.29, p < 0.001), relevance (12.8 ± 0.84 vs. 12.2 ± 1.24, p = 0.003), confidence (13.0 ± 0.97 vs. 11.4 ± 0.95, p < 0.001), and satisfaction (12.8 ± 0.94 vs. 10.8 ± 1.08, p < 0.001). Results of the subjective learner survey shows MR significantly increment in useful for learning (4.15 ± 0.63 vs. 3.55 ± 0.57, p < 0.001), enjoyable (4.20 ± 0.61 vs. 3.60 ± 0.62, p < 0.001), engaging (4.13 ± 0.70 vs. 3.38 ± 0.64, p < 0.001) and recommendation (4.15 ± 0.61 vs. 3.27 ± 0.55, p < 0.001), while easy-to-use scores were comparable between both groups (3.48 ± 0.50 vs. 3.45 ± 0.50, p = 0.717).
This study shows that MR technology is effective for training medical students in BPE. It helps to increase engagement and motivation. MR technology adds to traditional training methods by providing a more interactive learning environment. Adding MR technology to medical training can significantly improve the quality of education for future medical professionals in BPE.
妇科教育的一个关键部分是妇科检查，尤其是双合诊盆腔检查（BPE）。许多医学生在进行盆腔检查时会感到不确定且未做好准备。本研究聚焦于沉浸式混合现实（MR）技术是否有助于提高BPE教学中的培训效率。教学效率通过学生的表现、满意度和积极性来评估。
这是一项前瞻性队列研究。我们招募了来自湘雅医院2021级的120名学生，并将他们分为两组。一组使用MR妇科检查训练系统进行培训（MR + 传统组），另一组使用传统教学方法（传统组）。我们通过测验、关于用户体验的调查以及修订后的教学材料动机调查（RIMMS）来评估MR技术在BPE教学中的效率。
RIMMS结果显示，与传统组相比，MR + 传统组在操作技能和学生积极性方面有显著提高，注意力（13.1 ± 0.92对9.87 ± 1.29，p < 0.001）、相关性（12.8 ± 0.84对12.2 ± 1.24，p = 0.003）、自信心（13.0 ± 0.97对11.4 ± 0.95，p < 0.001）和满意度（12.8 ± 0.94对10.8 ± 1.08，p < 0.001）都有大幅提升。主观学习者调查结果显示，MR在对学习的有用性（4.15 ± 0.63对3.55 ± 0.57，p < 0.001）、趣味性（4.20 ± 0.61对3.60 ± 0.62，p < 0.001）、吸引力（4.13 ± 0.70对3.38 ± 0.64，p < 0.001）和推荐度（4.15 ± 0.61对3.27 ± 0.55，p < 0.001）方面有显著提升，而两组在易用性得分上相当（3.48 ± 0.50对3.45 ± 0.50，p = 0.717）。
本研究表明，MR技术在培训医学生进行BPE方面是有效的。它有助于提高参与度和积极性。MR技术通过提供更具互动性的学习环境，对传统培训方法进行了补充。将MR技术添加到医学培训中可以显著提高未来医学专业人员在BPE方面的教育质量。
