引用本文:荣志刚 张承旻 陈灿 许建中 罗飞.基于数字化骨科技术的CBL教学在脊柱后凸畸形临床教学中的应用[J].中华医学教育探索杂志,2020,(7):852~855
基于数字化骨科技术的CBL教学在脊柱后凸畸形临床教学中的应用
Application of CBL teaching based on digital orthopedic technology in clinical teaching of kyphosis
DOI:
中文关键词:  数字化骨科技术  CBL教学  脊柱后凸畸形
英文关键词:Digital orthopedic technology  CBL teaching  Kyphosis
基金项目:
作者单位
荣志刚 张承旻 陈灿 许建中 罗飞 陆军军医大学(第三军医大学)第一附属医院骨科重庆 400038 
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中文摘要:
      目的 探讨虚拟人体重建和3D打印的数字化骨科技术融入到临床研究生脊柱后凸畸形CBL教学中的可行性和优越性。方法 选取在我科参加住院医师规范化培训的专业学位硕士,随机分为实验组和对照组(各15人),授课内容为典型脊柱后凸畸形病例。实验组采用基于数字化骨科技术的CBL教学,先后进行小班理论讲授、模型讲解、分组讨论、术前手术设计、手术观摩及具体问题提问抽答等;对照组采用传统教学进行大班理论授课。课后分别对两组学员进行教学效果的评估。运用SPSS 25.0进行t检验。结果 针对强直性脊柱炎伴脊柱后凸畸形和脊柱半椎体伴脊柱后凸畸形教学而言,实验组学生的课堂兴趣满意度、理论知识掌握度、手术方案理解度得分分别为(9.4±0.2)、(91.1±3.8)、(91.5±3.5);对照组学生的课堂兴趣满意度、理论知识掌握度、手术方案理解度得分分别为(8.2±0.4)、(82.1±3.5)、(83.1±4.7)。组间差异有统计学意义(P<0.05)。结论 在脊柱后凸畸形的教学中,基于数字化骨科技术的CBL教学优于传统教学,有利于提升学生临床技能。
英文摘要:
      Objective To explore the feasibility and superiority of applying digital orthopedic technology of virtual human reconstruction and 3D printing to CBL teaching of kyphosis for clinical postgraduates. Methods Thirty postgraduates of professional degree participated in the standardized training of resident doctors in our department were randomized into the experimental group (New CBL teaching mode group) and the control group (traditional teaching mode group) with 15 students in each group, and the two groups were taught differently (the teaching content was two typical cases of kyphosis). Among them, the experimental group adopted the new CBL teaching mode, and successively conducted small class theory teaching, model explanation, group discussion, preoperative design, surgery observation and specific questions and answers, etc. The control group only used the traditional method to teach theory in a large class. The teaching effect of the two groups was evaluated in t test by SPSS 25.0. Results For the teaching of patients with ankylosing spondylitis and kyphosis, scores of the satisfaction with class interest, mastery of theoretical knowledge and understanding of operation plan in the experimental group were (9.4±0.2), (91.1±3.8), and (91.5±3.5) respectively, and those in the control group were (8.2±0.4), (82.1±3.5) and (83.1±4.7) respectively, with statistical significance (P<0.05). Conclusion In the teaching of kyphosis, the CBL teaching mode based on digital orthopedic technology is superior to the traditional teaching mode, which is conducive to improving clinical skills for students.
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