Beyond Textbooks: Interactive Learning of Biomechanical Principles of Osteosynthesis with an Online Tool for Orthopaedic Residents
Bibliographic record
Abstract
OBJECTIVES: This study aimed at evaluating the effectiveness of an online interactive biomechanical teaching tool called OSapp. Our main hypothesis was that through the presentation of appropriate science-based content in an interactive, self-directed learning environment familiar to residents the OSapp could significantly improve the knowledge, comprehension, and retention of clinically relevant biomechanical principles of osteosynthesis. DESIGN: Thirty-one orthopaedic residents from the same institution were enrolled. Their knowledge of basic biomechanical principles of osteosynthesis was assessed using 24 multiple-choice questions, in 3 assessment rounds: at baseline; directly after a 1-week self-directed OSapp-based learning period; and 2 months later to measure retention. Results of the junior (1-3 years) and senior (4-5 years) resident groups were compared. SETTING: Orthopaedics and Traumatology Department, Italian Hospital of Buenos Aires, Argentina. PARTICIPANTS: Orthopaedic residents of the same Department at the time of investigation, including residency years 1 to 5. RESULTS: Twenty-eight participants completed all 3 assessment rounds. Assessment scores significantly improved after the intervention compared to baseline (p < 0.05) and did not decline after 2 months (p > 0.99). Both juniors and seniors showed significant knowledge gain (p < 0.05) that was retained (p > 0.99). Although seniors were better than juniors at baseline (p ≤ 0.01) and postintervention (p < 0.05), after the intervention, juniors reached the level of baseline seniors (p > 0.21). No difference was observed between the 2 groups after 2 months (p > 0.21). CONCLUSIONS: Self-directed learning with the interactive 3D models available in the freely available online tool OSapp led to a significant and sustained improvement of residents' knowledge and understanding of the biomechanical principles of osteosynthesis. Utilizing OSapp in surgical education could help to improve the efficiency and effectiveness of training and may thus lead to decreased fracture treatment complications including failure of osteosyntheses.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".