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Objective <p>To investigate the application effect of 3D printing combined with MR technology in teaching the percutaneous screw fixation of scaphoid fractures under C-arm fluoroscopy, providing new ideas to enhance teaching effectiveness in this field. </p> Methods <p>From 2023 to 2024, the trainee residents and graduate students rotating in our department were randomly divided into two groups: the MR glasses + 3D printing group (21 people) and the traditional teaching group (21 people). In the MR glasses + 3D printing group, the trainees first used Meta Quest3 glasses to learn the anatomy of the carpal bones and the operation of percutaneous screw fixation of scaphoid fractures under C-arm fluoroscopy, and then practiced percutaneous screw fixation of scaphoid fractures on a 3D-printed wrist joint model. In the traditional teaching group, the trainees received traditional PPT lectures and then practiced percutaneous screw fixation of scaphoid fractures on a 3D-printed wrist joint model. Teaching effectiveness was evaluated through theoretical, operational assessments, and a self-designed questionnaire. Each item in the questionnaire was scored out of 10, with higher scores indicating better teaching effectiveness, and 0 indicating poor performance, while 10 indicated excellent performance.</p> Results <p>The success rate of fixation in the MR glasses + 3D printing group was 90.48% (19/21), while that in the traditional teaching group was 80.95% (17/21). There was no statistically significant difference between the two groups (P &gt; 0.05). The operation time for the MR glasses + 3D printing group was (27.43 ± 3.17) minutes, while that for the traditional teaching group was (40.00 ± 3.74) minutes, with a statistically significant difference. The questionnaire results showed that the experimental group scored higher than the traditional teaching group in aspects such as enhancing classroom atmosphere, course satisfaction, learning concentration, mastery of theoretical knowledge, and analytical problem-solving abilities (P &lt; 0.05).</p> Conclusion <p>The combination of 3D printing and MR technology improves physicians’ understanding of the theoretical basis and operational skills for percutaneous screw fixation of scaphoid fractures under C-arm fluoroscopy, enhances the fun of training, and has a promising application prospect in orthopedic education.</p>

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Application study of 3D printing combined with mixed reality technology in teaching percutaneous screw fixation for scaphoid fractures under C-arm fluoroscopy

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月7日

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  • Shuming Ye,
  • Jialiu Fang,
  • Neng Jin,
  • Liang Hu,
  • Changming Guo,
  • Xin Cheng,
  • Yue Yu

摘要

Objective

To investigate the application effect of 3D printing combined with MR technology in teaching the percutaneous screw fixation of scaphoid fractures under C-arm fluoroscopy, providing new ideas to enhance teaching effectiveness in this field.

Methods

From 2023 to 2024, the trainee residents and graduate students rotating in our department were randomly divided into two groups: the MR glasses + 3D printing group (21 people) and the traditional teaching group (21 people). In the MR glasses + 3D printing group, the trainees first used Meta Quest3 glasses to learn the anatomy of the carpal bones and the operation of percutaneous screw fixation of scaphoid fractures under C-arm fluoroscopy, and then practiced percutaneous screw fixation of scaphoid fractures on a 3D-printed wrist joint model. In the traditional teaching group, the trainees received traditional PPT lectures and then practiced percutaneous screw fixation of scaphoid fractures on a 3D-printed wrist joint model. Teaching effectiveness was evaluated through theoretical, operational assessments, and a self-designed questionnaire. Each item in the questionnaire was scored out of 10, with higher scores indicating better teaching effectiveness, and 0 indicating poor performance, while 10 indicated excellent performance.

Results

The success rate of fixation in the MR glasses + 3D printing group was 90.48% (19/21), while that in the traditional teaching group was 80.95% (17/21). There was no statistically significant difference between the two groups (P > 0.05). The operation time for the MR glasses + 3D printing group was (27.43 ± 3.17) minutes, while that for the traditional teaching group was (40.00 ± 3.74) minutes, with a statistically significant difference. The questionnaire results showed that the experimental group scored higher than the traditional teaching group in aspects such as enhancing classroom atmosphere, course satisfaction, learning concentration, mastery of theoretical knowledge, and analytical problem-solving abilities (P < 0.05).

Conclusion

The combination of 3D printing and MR technology improves physicians’ understanding of the theoretical basis and operational skills for percutaneous screw fixation of scaphoid fractures under C-arm fluoroscopy, enhances the fun of training, and has a promising application prospect in orthopedic education.