PBL与EBL教学联合3D打印技术在骨科临床教学中的应用
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摘要
目的观察以问题为基础的教学法(PBL)及以循证医学为基础(EBL)的教学法联合3D打印技术在骨科临床教学中的应用效果。方法将80名骨科实习生随机分为试验组(PBL与EBL联合3D打印技术教学组40人)和对照组(传统教学模式组40人),教学结束后对两组进行主客观评价。结果试验组的理论知识和实践能力考核总分为(90.6±1.33)分,明显高于对照组的(78.3±1.51)分,差异具有统计学意义(P<0.05)。问卷调查结果显示,试验组在调动学习积极性、提高文献检索及分析能力、提高临床诊治思维、提高分析解决问题能力方面认可度较对照组有明显优势(P<0.05)。结论 PBL与EBL教学联合3D打印技术有助调动骨科实习生的学习兴趣和提高临床实践能力,明显提高教学效果。
Objective To investigate the application of PBL and EBL teaching combined with 3D printing technology in clinical teaching of orthopedics.Methods Eighty orthopedic interns were randomly divided into experimental group and control group.The experimental group which contained forty students received PBL and EBL teaching combined with 3D printing technology and the contral group contained the other students received LBL teaching.At the end of the teaching the subjective and objective assessment of the teaching effects were administrated.Results The total score including theoretical knowledge and clinical practical of experimental group was(90.6 ± 1.33) points,significantiy higher than(78.3 ± 1.51) of he control group(P < 0.05).The survey shows that the students in the experimental group had a significant advantage in mobilizing the study initiative,improving the ability of literature retrieval and analysis,improving the clinical diagnosis and treatment,and improving the ability to solve the problem(P < 0.05).Conclusion PBL and EBL teaching combined with 3D printing technology can improve the students' interesting of learning and clinical practice ability.It also can significantly improve the teaching effect.
Objective To investigate the application of PBL and EBL teaching combined with 3D printing technology in clinical teaching of orthopedics.Methods Eighty orthopedic interns were randomly divided into experimental group and control group.The experimental group which contained forty students received PBL and EBL teaching combined with 3D printing technology and the contral group contained the other students received LBL teaching.At the end of the teaching the subjective and objective assessment of the teaching effects were administrated.Results The total score including theoretical knowledge and clinical practical of experimental group was(90.6 ± 1.33) points,significantiy higher than(78.3 ± 1.51) of he control group(P < 0.05).The survey shows that the students in the experimental group had a significant advantage in mobilizing the study initiative,improving the ability of literature retrieval and analysis,improving the clinical diagnosis and treatment,and improving the ability to solve the problem(P < 0.05).Conclusion PBL and EBL teaching combined with 3D printing technology can improve the students' interesting of learning and clinical practice ability.It also can significantly improve the teaching effect.
引文
[1]荆珏华.浅谈“5+3”人才培养模式下的骨科学教学改革[J].安徽医药,2016,20(2):404-406.
[2]MARRO A,BANDUKWALA T,MAK W.Three-dimensional printing and medical imaging:a review of the methods and applications[J].Current problems in diagnostic radiology,2016,45(1):2-9.
[3]ELTORAI A E M,NGUYEN E,DANIELS A H.Three-dimensional printing in orthopedic surgery[J].Orthopedics,2015,38(11):684-687.
[4]周程,刘福林,周晓东,等.PBL教学法在心脏外科教学中的应用[J].医学研究与教育,2015,32(1):95-99.
[5]CHNG E,YEW E H J,SCHMIDT H G.To what extent do tutor-related behaviours influence student learning in PBL?[J].Advances in Health Sciences Education,2015,20(1):5-21.
[6]HOSNY S,GHALY M S.Teaching evidence-based medicine using a problem-oriented approach[J].Medical teacher,2014,36(sup1):62-68.
[7]杨兴华,张玲,曾勍婕,等.临床医学生对循证医学课程认知和态度分析[J].中国循证医学杂志,2013(7):810-815.
[8]WOODHAM L A,ELLAWAY R H,ROUND J,et al.Medical student and tutor perceptions of video versus text in an interactive online virtual patient for problem-based learning:a pilot study[J].Journal of medical Internet research,2015,17(6):151.
[9]LIABSUETRAKUL T,SIRIRAK T,BOONYAPIPAT S,et al.Effect of continuous education for evidence-based medicine practice on knowledge,attitudes and skills of medical students[J].Journal of evaluation in clinical practice,2013,19(4):607-611.
[10]祁全,张铮,张文龙,等.PBL结合询证医学模式在研究生外科临床教学中的应用效果[J].中国高等医学教育,2015(3):116-117.
[2]MARRO A,BANDUKWALA T,MAK W.Three-dimensional printing and medical imaging:a review of the methods and applications[J].Current problems in diagnostic radiology,2016,45(1):2-9.
[3]ELTORAI A E M,NGUYEN E,DANIELS A H.Three-dimensional printing in orthopedic surgery[J].Orthopedics,2015,38(11):684-687.
[4]周程,刘福林,周晓东,等.PBL教学法在心脏外科教学中的应用[J].医学研究与教育,2015,32(1):95-99.
[5]CHNG E,YEW E H J,SCHMIDT H G.To what extent do tutor-related behaviours influence student learning in PBL?[J].Advances in Health Sciences Education,2015,20(1):5-21.
[6]HOSNY S,GHALY M S.Teaching evidence-based medicine using a problem-oriented approach[J].Medical teacher,2014,36(sup1):62-68.
[7]杨兴华,张玲,曾勍婕,等.临床医学生对循证医学课程认知和态度分析[J].中国循证医学杂志,2013(7):810-815.
[8]WOODHAM L A,ELLAWAY R H,ROUND J,et al.Medical student and tutor perceptions of video versus text in an interactive online virtual patient for problem-based learning:a pilot study[J].Journal of medical Internet research,2015,17(6):151.
[9]LIABSUETRAKUL T,SIRIRAK T,BOONYAPIPAT S,et al.Effect of continuous education for evidence-based medicine practice on knowledge,attitudes and skills of medical students[J].Journal of evaluation in clinical practice,2013,19(4):607-611.
[10]祁全,张铮,张文龙,等.PBL结合询证医学模式在研究生外科临床教学中的应用效果[J].中国高等医学教育,2015(3):116-117.