CBL教学结合VR技术在骨科实习临床教学中的应用
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摘要
目的探讨骨科临床带教中采用VR技术结合CBL教学法的学效果。方法 2018年9—10月在骨科进行本科实习的实习生被随机分为实验组和对照组,每组20名。实验组采用CBL教学(Case-Based Learning,CBL),对照组采用传统的讲授式教学(Lecture-Based Learning,LBL)。2周后,利用理论知识考核进行学习效果的评估,利用调查问卷的方式对教学模式满意度进行评价。结果实验组在理论知识考核和调查问卷中分数均较传统教学组高,差异有统计学意义(P<0.05)。结论 VR技术结合CBL教学法在骨科临床教学中可以取得良好的教学效果和教学满意度。
Objective To explore the effect of using VR technology combined with CBL teaching method in clinical teaching of orthopedics. Methods Interns were randomly divided into the experimental group and the control group, with 20 students in each group from Septmber to October 2018. The experimental group used CBL teaching(Case-Based Learning, CBL), and the control group used traditional Lecture-Based Learning(LBL). After 2 weeks, the theoretical knowledge was used to evaluate the learning effect, and the questionnaire was used to evaluate the satisfaction of the teaching model. Results The scores of the experimental group in the theoretical knowledge assessment and questionnaire were higher than those in the traditional teaching group, which was statistically significant(P <0.05). Conclusion VR technology combined with CBL teaching method can achieve good teaching results and teaching satisfaction in orthopedic clinical teaching.
Objective To explore the effect of using VR technology combined with CBL teaching method in clinical teaching of orthopedics. Methods Interns were randomly divided into the experimental group and the control group, with 20 students in each group from Septmber to October 2018. The experimental group used CBL teaching(Case-Based Learning, CBL), and the control group used traditional Lecture-Based Learning(LBL). After 2 weeks, the theoretical knowledge was used to evaluate the learning effect, and the questionnaire was used to evaluate the satisfaction of the teaching model. Results The scores of the experimental group in the theoretical knowledge assessment and questionnaire were higher than those in the traditional teaching group, which was statistically significant(P <0.05). Conclusion VR technology combined with CBL teaching method can achieve good teaching results and teaching satisfaction in orthopedic clinical teaching.
引文
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[9]凌春华.CBL教学法在内科学教学中的应用体会[J].中国科技信息,2012(19):144.
[10]陈平安,王彩霞.从医学生临床实习中存在的问题谈如何提高实习质量[J].医学教育研究与实践,2010,18(2):395-397.
[11]Williams B.Case based learning-a review of the literature:is there scope for this educational paradigm in prehospital education[J].Emerg Med J,2005,22(8):577-581.
[12]Jian Y,Haisu T,Chihua F,et al.Clinical applications of three-dimensional visualization model of arteries supplying the extrahepatic bile duct for patients with biliary obstruction[J].Am Surg,2017,83(1):8-15.
[13]张海荣,陈云虹.基于虚拟现实技术的医学教学系统设计[J].西安邮电大学学报,2015,20(3):120-124.
[14]冯敏,李艳霞,李春媛.虚拟教学联合CBL教学在医学教育中的探索[J].现代医药卫生,2015,31(22):3505-3506.
[2]傅洪,熊亚平,陈怀宇,等.VR技术在临床医学中的应用现状及思考[J].中国医学教育技术,2017(3).
[3]付强,陈培培,刘波,等.头颅CT血管成像虚拟现实技术在神经外科颅底肿瘤手术入路教学中的应用体会[J].新疆医学,2015(9):1377-1378.
[4]荆芒,刘云,张昕.虚拟现实技术在医学领域的应用[J].智慧健康,2016(10).
[5]范晓明,夏照帆.虚拟现实技术在军事医学领域中的应用[J].中华医学杂志,2016,96(24).
[6]谭亚飞,李丽萍.虚拟现实技术在伤害医学领域的应用[J].伤害医学:电子版,2014,3(2):45-50.
[7]刘世兴.VR技术运用于创伤骨科手术问题研究[J].临床和实验医学杂志,2008,7(11):114-115.
[8]Lee BF,Chiu NT,Li CY.Value of case-based learning in a nuclear medicine clerkship[J].Journal of the American College of Radiology,2013,10(2):135-141.
[9]凌春华.CBL教学法在内科学教学中的应用体会[J].中国科技信息,2012(19):144.
[10]陈平安,王彩霞.从医学生临床实习中存在的问题谈如何提高实习质量[J].医学教育研究与实践,2010,18(2):395-397.
[11]Williams B.Case based learning-a review of the literature:is there scope for this educational paradigm in prehospital education[J].Emerg Med J,2005,22(8):577-581.
[12]Jian Y,Haisu T,Chihua F,et al.Clinical applications of three-dimensional visualization model of arteries supplying the extrahepatic bile duct for patients with biliary obstruction[J].Am Surg,2017,83(1):8-15.
[13]张海荣,陈云虹.基于虚拟现实技术的医学教学系统设计[J].西安邮电大学学报,2015,20(3):120-124.
[14]冯敏,李艳霞,李春媛.虚拟教学联合CBL教学在医学教育中的探索[J].现代医药卫生,2015,31(22):3505-3506.