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| 中文摘要: |
| 目的 探讨虚拟三维数字化骨盆图谱的制作及在解剖学教学中应用的效果。方法 利用三维重建软件Mimics10.01对1例正常活体全骨盆CT数据进行重建，并对其骨性结构进行标注。随机抽取2011级临床医学本科两个班共90人，分为实验组和对照组，每组45人。对照组采用传统骨盆标本进行教学，实验组在传统教学基础上施以虚拟三维数字化骨盆图谱教学。通过问卷调查和考试评价教学结果，问卷内容包括：学生对知识掌握情况、是否感兴趣、对该教学方法是否满意等指标。考试包括：实验考试为辨认实验标本（20分），理论考试针对骨盆骨学知识点进行闭卷笔试（80分）。2组间比较采用2组完全随机设计t检验。结果 虚拟三维数字化骨盆图谱清晰重建了骨盆各个角度方位的三维立体模型。实验组问卷调查结果优于对照组，差异均有统计学意义（P＜0.05）。实验组的实验成绩和理论成绩分别为（18.69±1.32）分和（60.35±5.12）分，优于对照组的（17.23±1.52）分和（56.32±6.25）分，2组比较差异有统计学意义（P<0.05）。结论 制作虚拟三维数字化骨盆图谱，并应用于系统解剖学教学能明显提高学生的学习兴趣和教学质量；该方法可作为新的解剖学实习教学方法进一步实施与探讨。 |
| 英文摘要: |
| Objective To evaluate the value of application of the digital 3-D reconstruction pelvic on anatomical teaching. Methods The digital 3-D from 1 case non-pelvic-disease CT imaging were reconstructed， and name of structure were marked. A total of 90 students were randomly selected from two classes of clinical medical undergraduates of Grade 2011， and were randomly divided into experiment group（EG） and control group（CG）， with 45 students in each group. Digital 3-D recon-struction pelvic and traditional teaching methods were applied in EG， while only traditional teaching methods were applied in CG， and the teaching effect was evaluated through questionnaires and the results of the examination. The questionnaires included how students grasped knowledge and whether or not they were interested in class and satisfied with the teaching methods etc.， and the examination included identification specimen test（20 points） and theoretical knowledge examination on pelvic bone knowledge points（80 points）. Comparison between two groups was performed using two sets of com-pletely randomized design t test. Results Clear three-dimensional reconstruction of the angular orien-tation of the various models of the pelvis was made. Experimental class' survey results were better than the control class’ and the differences were statistically significant（P<0.05）. EG's scores of experimental test and theoretical knowledge examination were（18.69±1.32） points and （60.35 ± 5.12） points， respectively， while CG's scores were（17.23±1.52） points and （56.32±6.25） points. Difference be-tween the two groups was statistically significant（P<0.05）. Conclution The application of digital 3-D reconstruction pelvic on anatomical teaching can increase the performance record of students， and it can be applied to anatomical teaching as a new method. |
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