Mixed reality technology enhances teaching of spinal blockade procedures.

Abstract

To investigate the efficacy of utilizing mixed reality technology-assisted teaching of a spinal medial branch nerve block. Twenty undergraduate students from a 5-year clinical medicine program in Fujian Medical University were selected. They were divided into group A and group B using a random number generator, with 10 students in each group. Group A used the traditional teaching method and Group B used the mixed reality technology-assisted teaching method. At the end of the teaching period, both groups were assessed on the blocking operation, number of punctures required, puncture time, and final error value (distance between the final position and the reference position). A questionnaire was administered to both groups to assess teaching satisfaction. The number of punctures required was 7.40 ± 1.26 and 2.10 ± 0.74 for groups A and B, respectively. The puncture time in group A was 297.80 ± 50.95 s and 65.60 ± 22.02 s in group B. All differences were significant p < 0.01. The final error of the puncture in group A was 2.24 ± 0.35 mm and 1.96 ± 0.26 mm in group B-not significant. Group B had (p < 0.01) higher evaluation scores than group A for teaching effectiveness, learning interest, initiative, and teaching satisfaction. The application of mixed reality technology in the teaching of posterior medial branch blocks of the spinal nerve is superior to previous methods. This method should be adopted wherever possible to enhance learning of this difficult technique.