Three-dimensional interactive teaching system for arteriovenous fistula puncture: innovative analysis and technical implementation_West China Medical Journal

Authors：

CAO Xiaotao ¹ ,  CHEN Lei ² , GUO Yan ³

1. Clinical Trial Center, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Department of Neurology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
3. Chengdu Bowell Digital Twin Technology Co., Ltd., Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

CHEN Lei, Email: leilei_25@126.com

Keywords：

Arteriovenous fistula puncture; three-dimensional interaction; medical education; teaching innovation

DOI：

10.7507/1002-0179.202507213

Video：

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Abstract Full text Figures/Tables Video References Cited by

Objective To evaluate the application effect of a Web-based three-dimensional (3D) interactive system for arteriovenous fistula puncture training in medical education. Methods A total of 120 novices without vascular puncture experience from 4 medical colleges between September 2023 and June 2024 were randomly divided into control and trial groups, with 60 novices in each group. The control group received conventional training with silicone vascular models and peer simulation, while the trial group used the Web-based 3D interactive teaching system. Training time, puncture accuracy, and satisfaction scores were compared between the two groups. Results The differences in gender, age, student level, and source institutions between the trial group and the control group were not statistically significant (P>0.05). Compared with the control group, the trial group had shorter training time [(45.0±8.0) vs. (75.0±12.0) min; t=–16.200, P<0.001], higher puncture accuracy [(90.2±5.1)% vs. (66.8±8.4)%; t=18.570, P<0.001], and higher satisfaction (4.6±0.4 vs. 3.2±0.6; t=17.800, P<0.001). Conclusion A Web-based 3D interactive arteriovenous fistula puncture system can significantly shorten training time, improve operational accuracy, and enhance learning satisfaction, providing an efficient and standardized model for medical skill training.

Citation： CAO Xiaotao, CHEN Lei, GUO Yan. Three-dimensional interactive teaching system for arteriovenous fistula puncture: innovative analysis and technical implementation. West China Medical Journal, 2026, 41(5): 811-814. doi: 10.7507/1002-0179.202507213 Copy

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2.	楊飛, 黃蓉, 徐為群, 等. 虛擬現實技術在護理專業技能訓練中應用的范圍綜述. 中華護理教育, 2022, 19(4): 318-324.
3.	吳婧梅, 徐麗莉, 羅俏玲. 基于虛擬技術的“翻轉課堂”教學模式在內科護理實踐教學中的應用. 全科護理, 2022, 20(32): 4600-4602.
4.	潘興豐, 吳靜, 蔣茯苓, 等. 基于 ADDIE 模型教學法在心內科實習醫生臨床帶教中的應用. 中國高等醫學教育, 2022(3): 93, 95.
5.	Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ, 1979, 13(1): 39-54.
6.	Barsuk JH, McGaghie WC, Cohen ER, et al. Simulation-based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit. Crit Care Med, 2009, 37(10): 2697-2701.
7.	Masud A, Costanzo E, Zuckerman R , et al. The complications of vascular access in hemodialysis. Semin Thromb Hemost, 2018, 44(1): 57-59.
8.	張志常, 婁巖. 虛擬現實技術在醫學教育中應用的前沿與趨勢. 醫學教育研究與實踐, 2021, 29(2): 190-194, 215.
9.	Panait L, Akkary E, Bell RL, et al. The role of haptic feedback in laparoscopic simulation training. J Surg Res, 2009, 156(2): 312-316.
10.	王正兵, 鄭英, 孔祥, 等. 新型臨床技能訓練課程體系的構建研究與實踐. 中國高等醫學教育, 2016(11): 65-66.
11.	徐藝瑄, 魏星, 包楠迪. 混合現實全息影像技術在多種臨床常用穿刺操作教學中的應用. 衛生職業教育, 2024, 42(8): 75-79.
12.	王宜, 葉瑜, 林鋒, 等. 住院醫師規范化培訓結業臨床實踐能力考核全國統考模式的建立及探索. 中國畢業后醫學教育, 2021, 5(3): 254-257.

1. Schmidli J, Widmer MK, Basile C, et al. Editor’s choice - Vascular access: 2018 Clinical Practice Guidelines of the European Society for Vascular Surgery (ESVS). Eur J Vasc Endovasc Surg, 2018, 55(6): 757-818.
2. 楊飛, 黃蓉, 徐為群, 等. 虛擬現實技術在護理專業技能訓練中應用的范圍綜述. 中華護理教育, 2022, 19(4): 318-324.
3. 吳婧梅, 徐麗莉, 羅俏玲. 基于虛擬技術的“翻轉課堂”教學模式在內科護理實踐教學中的應用. 全科護理, 2022, 20(32): 4600-4602.
4. 潘興豐, 吳靜, 蔣茯苓, 等. 基于 ADDIE 模型教學法在心內科實習醫生臨床帶教中的應用. 中國高等醫學教育, 2022(3): 93, 95.
5. Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ, 1979, 13(1): 39-54.
6. Barsuk JH, McGaghie WC, Cohen ER, et al. Simulation-based mastery learning reduces complications during central venous catheter insertion in a medical intensive care unit. Crit Care Med, 2009, 37(10): 2697-2701.
7. Masud A, Costanzo E, Zuckerman R , et al. The complications of vascular access in hemodialysis. Semin Thromb Hemost, 2018, 44(1): 57-59.
8. 張志常, 婁巖. 虛擬現實技術在醫學教育中應用的前沿與趨勢. 醫學教育研究與實踐, 2021, 29(2): 190-194, 215.
9. Panait L, Akkary E, Bell RL, et al. The role of haptic feedback in laparoscopic simulation training. J Surg Res, 2009, 156(2): 312-316.
10. 王正兵, 鄭英, 孔祥, 等. 新型臨床技能訓練課程體系的構建研究與實踐. 中國高等醫學教育, 2016(11): 65-66.
11. 徐藝瑄, 魏星, 包楠迪. 混合現實全息影像技術在多種臨床常用穿刺操作教學中的應用. 衛生職業教育, 2024, 42(8): 75-79.
12. 王宜, 葉瑜, 林鋒, 等. 住院醫師規范化培訓結業臨床實踐能力考核全國統考模式的建立及探索. 中國畢業后醫學教育, 2021, 5(3): 254-257.

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