3D解剖软件结合PBL教学法在骨科临床教学中的应用  

Application of 3D Anatomy Teaching Software Combined With PBL Teaching Method in Orthopedics Clinical Teaching

作　　者：赵耘 杨兴尧 邢叔星 成俊 谭旭东 王家伦 刘晓 ZHAO Yun;YAO Xingrao;XING Shuxing;CHENG Jun;TAN Xudong;WANG Jialun;LIU Xiao(Department of Orthopedics,the Fifth People's Hospital of Chengdu,Affiliated to Chengdu University of Traditional Chinese Medicine,Chengdu Sichuan 611130,China)

机构地区：[1]成都中医药大学附属成都市第五人民医院骨科,四川成都611130

出　　处：《中国继续医学教育》2023年第2期57-61,共5页China Continuing Medical Education

基　　金：成都中医药大学教育教学改革项目(JGJD201918)。

摘　　要：目的 探究使用“3D解剖”软件辅助结合以问题为基础的学习(problem-based learning,PBL)教学法对本科学生教学的影响。方法 选择2020年1—12月在成都中医药大学附属成都市第五人民医院骨外科见习的临床专业本科生81名。遵从前瞻性研究原理的前提下,按照随机数表法将学生分组,试验组48名,对照组33名。试验组学生采用“3D解剖”软件辅助结合PBL教学法进行教学,对照组学生采用传统教学方式,通过教材、多媒体课件方式进行教学。教学结束后,对两组学生进行理论考试、临床实践考试、问卷调查,并分析最终结果。结果 试验组学生理论考试、临床实践考试、问卷调查得分情况均明显优于对照组,且差异均有统计学意义(P <0.05)。在本次观察研究结束后,试验组有5名学生理论成绩低于60分,3名学生操作成绩低于60分。观察组7名学生理论成绩低于60分,4名学生操作成绩低于60分,不合格的同学经培训后,成绩均得到有效提高,差异有统计学意义(P <0.05)。结论 “3D解剖”软件结合PBL教学法对骨科临床教学具有显著提升作用,能够有效提高学生对骨科相关解剖知识的理解,达到提高教学效果,提升学生学习兴趣的目的,该方法值得应用。Objective To investigate the effect of using “3D anatomy” software in combination with PBL teaching method on undergraduate students’ teaching. Methods 81undergraduate clinical students who were on orthopaedic surgery traineeship at Chengdu Fifth People’s Hospital affiliated to Chengdu University of Traditional Chinese Medicine from January to December 2020 were selected. In compliance with the principles of prospective research, the students were grouped according to a random number table,with 48 students in the experimental group and 33 students in the control group. The students in the experimental group were taught with the aid of "3D Anatomy" software combined with the PBL teaching method, while the students in the control group were taught in the traditional way,through textbooks and multimedia courseware. At the end of the teaching, students in both groups were given theoretical examinations, clinical practice examinations and questionnaires, and the final results were analysed. Results The scores of theoretical test, clinical practice test and questionnaire survey of students in the experimental group were significantly better than those in the control group,and the difference was statistically significant(P<0.05).After the end of this observation study, five students in the experimental group scored less than 60 points in theory and three students scored less than 60 points in operation. The theoretical score of 7 students in the observation group was lower than 60 points, and the operational score of 4 students was lower than 60 points. The scores of unqualified students were effectively improved after training, with a statistically significant difference(P<0.05). Conclusion At the end of the apprenticeship, students in both groups successfully completed the assessment. The students in the experimental group scored higher than the control group in theoretical examinations,clinical practice examinations and questionnaires, while P<0.05, the data difference was significant.

关 键 词：3D解剖软件 PBL教学法 骨科临床教学 传统教学 理论考试 临床实践考试 

分 类 号：G642[文化科学—高等教育学]