Background: Current healthcare recruitment practices prioritize academic credentials, leading medical students to focus disproportionately on theoretical knowledge while neglecting clinical skill development. This imbalance often results in graduates being underprepared for clinical practice. Objective: To evaluate an innovative pedagogical model combining flipped classroom methodology with 5G-enabled live surgical demonstrations designed to optimize clinical skill acquisition under resource-constrained conditions. Methods: A controlled trial was conducted with 106 medical trainees from the Fifth Affiliated Hospital of Sun Yat-sen University. Participants were divided into control (n = 54, traditional lecture + simulation training) and experimental (n = 52, flipped classroom + 5G surgical live streaming) groups. Pre-/post-intervention assessments utilized validated questionnaires analyzed via SPSS 27.0 with Mann-Whitney U tests. Results: The experimental group demonstrated superior outcomes across all metrics compared to the control group, with statistically significant improvements particularly in learning interest, efficiency, and clinical confidence (p < 0.01). No statistical significance was found in sustained adoption preference (U = 1484.5, p > 0.05). Over 87% of trainees endorsed the expanded use of this multimodal approach (flipped classroom + 5G surgical live streaming). Conclusions: The integration of flipped classroom pedagogy with 5G surgical live streaming significantly enhances clinical procedural competence and confidence among medical trainees. This technology-enhanced model demonstrates strong learner engagement and provides a scalable solution for surgical education optimization.
References
[1]
Wang, X., Liu, R. and Chen, T. (2022) The Evolution of Medical Education in China: Challenges and Future Directions. Chinese Journal of Medical Education, 30, 112-128.
[2]
National Health Commission (2023) Annual Report on National Medical Licensure Examination Performance. National Health Press.
[3]
Zhang, H. and Brown, P. (2020) Comparative Study of Medical Graduates’ Procedural Proficiency in China, the US, and the UK. International Journal of Medical Training, 18, 45-61.
[4]
Chen, Y., Li, X. and Zhao, H. (2019) Medical Errors and Clinical Training: An Analysis of Risk Factors in Early-Career Physicians. Journal of Patient Safety & Quality, 14, 205-212.
[5]
Wang, P. and Zhou, L. (2020) Academic Credentials vs. Clinical Competence: A Critical Analysis of Residency Selection Criteria in Chinese Teaching Hospitals. China Medical Journal, 35, 287-302.
[6]
Li, J., Sun, P. and Wang, L. (2021) Competence Challenges among Newly Graduated Physicians: A Multi-Center Survey in China. Medical Education Research & Practice, 25, 312-329.
[7]
Chen, Y. and Stenberg, M. (2022) Flipped Classroom Methodologies in Medical Education: A Systematic Review of Efficiency and Engagement Metrics. Medical Education Journal, 28, 211-225.
[8]
Liu, X., Chen, R. and Zhang, T. (2021) Enhancing Procedural Retention through Flipped Classroom Models in Clinical Training: A Meta-Analysis. Advances in Medical Pedagogy, 19, 45-67.
[9]
Gupta, R., Patel, S. and Lin, J. (2023) 5G Technology and the Evolution of Surgical Education: A Technical and Pedagogical Analysis. Journal of Medical Innovations, 31, 120-138.
[10]
Park, J., Kim, Y. and Lee, J. (2022) High-Definition Surgical Streaming Reduces Technical Errors in Laparoscopic Training: A Randomized Controlled Trial. Surgical Endoscopy, 36, 1895-1902.
[11]
Zhao, Q., Li, X. and Feng, H. (2023) 5G-Enabled Surgical Training: Evaluating Competency Outcomes in Residency Programs. Frontiers in Medical Education, 12, 455-470.
[12]
Hew, K.F. and Lo, C.K. (2018) Flipped Classroom Improves Student Learning in Health Professions Education: A Meta-Analysis. BMC Medical Education, 18, Article No. 38. https://doi.org/10.1186/s12909-018-1144-z
[13]
Müller, N.G. (2023) Neural Correlates of Flipped Learning in Surgical Skill Acquisition: An fMRI Study. Neuroeducation, 7, 89-104.
[14]
Tanaka, K. (2023) Haptic-Visual Integration in Surgical Motor Learning: A Neurophysiological Perspective. Brain Research Bulletin, 201, Article 110702. https://doi.org/10.1016/j.brainresbull.2023.110702
Zhang, L. (2025) International 5G Remote Focused Ultrasound Ablation: A Milestone in Cross-Border Surgical Collaboration. Telemedicine and Telecare, 31, 123-130.
[17]
Claggett, J., Petter, S., Joshi, A., Ponzio, T. and Kirkendall, E. (2024) An Infrastructure Framework for Remote Patient Monitoring Interventions and Research. Journal of Medical Internet Research, 26, e51234. https://doi.org/10.2196/51234
[18]
China Health Economics Institute (2024) Cost-Effectiveness Analysis of 5G-Enabled Medical Education Infrastructure. Health Tech Evaluations, 15, 211-225.
[19]
WHO (2023) Global Framework for Digital Health Education 2025. World Health Organization.
[20]
Tanaka, H., Sato, K. and Yamada, N. (2022) Augmented Reality-Assisted Surgical Training: The Impact of Real-Time Guidance on Skill Acquisition and Error Reduction. Surgical Education Review, 15, 98-113.
