Construction and Practice of an Efficient Classroom for Surgical Procedures in a Digital Environment

Higher medical education has undergone profound changes arising from the digitalization of education. However, teaching efficiency needs to be further improved, and medical and surgical teaching still faces problems such as insufficient integration of theory and practice. This study focuses on digital technology‐enabled medical and surgical teaching to maximize teaching efficiency and explore innovative paths for improved teaching quality and cultivation of practice‐oriented medical skills.

We used a questionnaire survey method to investigate medical students' (n = 278) practical experiences of digitalized surgical courses. Data from the survey questionnaire were quantitatively analyzed to understand students' demographic backgrounds, learning outcomes using digital technology, mastery of surgical techniques, and satisfaction with new teaching methods.

Excellent student learning outcomes were reported following the technology‐enabled medical and surgical teaching. Ninety‐five students (34.17%) demonstrated significant improvement in their mastery of surgical theory, and 120 students (43.16%) showed improvement. The mean score (maximum score of 5) for laparoscopic surgical skills was 3.85, and the mean score for anatomical structure recognition was 4.02, both indicating a high level of proficiency. In terms of teaching satisfaction, 235 students (84.53%) expressed satisfaction or strong satisfaction with the digital teaching methods, reflecting widespread acceptance of this educational model.

Digital technology was associated with greater efficacy and skill mastery for medical students learning surgical procedures in our study. Students' teaching satisfaction also improved. This study demonstrates the value of digital technology use in medical education and suggests some new lines of research and practice in medical education.