Complete Anatomy软件在骨科手术入路教学中的应用
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摘要
目的评价Complete Anatomy三维解剖软件在骨科住院医师手术入路教学中的作用。方法将我院骨科低年资住院医师20人随机分为两组,每组各10人。软件教学组采用Complete Anatomy三维解剖软件进行授课;书籍教学组采用骨科经典教科书和解剖图谱进行授课。两组授课内容均为膝关节、髋关节、踝关节的经典手术入路相关解剖知识。通过笔试和尸体考核,比较两组对手术入路解剖知识学习效果的差异,同时通过问卷调查比较两组教学满意度的差异。结果笔试分数和尸体考核分数,软件教学组分别为(85.6±12.4)分和(76.3±9.7)分,书籍教学组分别为(68.3±9.5)分和(63.1±13.9)分,组间各数据比较,差异均具有统计学意义(P <0.05)。对于教学满意度评分,软件教学组为(92.6±7.3)分,书籍教学组为(82.4±10.7)分,组间数据比较,差异具有统计学意义(P <0.05)。结论与采用经典书籍和图谱教学相比,采用Complete Anatomy软件教学可显著提高骨科常见手术入路的教学效果,不仅能使学员掌握更多解剖知识,同时大大增强其对真实环境下解剖结构的辨识能力,教学满意度评价也更高。
Objective To access the effect of Complete Anatomy software on the surgical approaches education for junior orthopedic residents.Methods 20 junior orthopaedic residents in our hospital were randomly divided into two groups, 10 residents in each group. The software teaching group used Complete Anatomy three-dimensional anatomy software to teach. Classical textbooks and anatomical maps of orthopaedics were used in the book teaching group. Both groups were taught anatomical knowledge of classical surgical approaches for knee, hip and ankle joints. Through written examination and cadaveric examination, the difference of learning effect of surgical approach anatomy knowledge between the two groups was compared. At the same time, the difference of teaching satisfactionbetween the two groups was compared through questionnaire survey. Results The scores of written examination and cadaveric examination in software teaching group were(85.6±12.4) points and(76.3±9.7) points respectively, while those in book teaching group were(68.3±9.5) points and(63.1±13.9) points respectively. There were significant differences in data between groups(P<0.05). For the score of teaching satisfaction, the scores of software teaching group and book teaching group were(92.6±7.3) points and(82.4±10.7) points. There was a significant difference between the two groups(P < 0.05). Conclusion Compared to teaching with books, teaching with Complete Anatomy software yields better results, enabling junior orthopedic residents to memorize more anatomical knowledge and improve the ability to distinguish between different organs and tissues.
Objective To access the effect of Complete Anatomy software on the surgical approaches education for junior orthopedic residents.Methods 20 junior orthopaedic residents in our hospital were randomly divided into two groups, 10 residents in each group. The software teaching group used Complete Anatomy three-dimensional anatomy software to teach. Classical textbooks and anatomical maps of orthopaedics were used in the book teaching group. Both groups were taught anatomical knowledge of classical surgical approaches for knee, hip and ankle joints. Through written examination and cadaveric examination, the difference of learning effect of surgical approach anatomy knowledge between the two groups was compared. At the same time, the difference of teaching satisfactionbetween the two groups was compared through questionnaire survey. Results The scores of written examination and cadaveric examination in software teaching group were(85.6±12.4) points and(76.3±9.7) points respectively, while those in book teaching group were(68.3±9.5) points and(63.1±13.9) points respectively. There were significant differences in data between groups(P<0.05). For the score of teaching satisfaction, the scores of software teaching group and book teaching group were(92.6±7.3) points and(82.4±10.7) points. There was a significant difference between the two groups(P < 0.05). Conclusion Compared to teaching with books, teaching with Complete Anatomy software yields better results, enabling junior orthopedic residents to memorize more anatomical knowledge and improve the ability to distinguish between different organs and tissues.
引文
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[2]章亚东.网络技术在骨科教学中的应用[J].自动化与仪器仪表,2015(8):38,41.
[3]魏芳远,张建中,张立军.手术视频结合病例讨论教学法用于骨科临床实习教学中的研究[J].继续医学教育,2018,32(10):41-43.
[4]沈雷,冯玉宽.自制手术录像在局部解剖学实验教学改革的运用[J].中国高等医学教育,2015(1):94,139.
[5]于哲,马保安,周勇,等.计算机三维动画技术在创伤骨科教学课件中的应用及优势[J].中国医学教育技术,2012,26(1):32-34.
[6]王宝军,刘振宇,高化.基于PACS的CBL教学法在骨科住院医师规范化培训中的应用与思考[J].医学教育管理,2016,2(4):622-625.
[7]孙文才,辛兆旭,姜鑫,等.PACS系统应用于骨科教学及实践教学改革中的探究[J].科技创新导报,2015,12(17):148-149.
[8]刘子豪,赵文,申庆民,等.以人体解剖学为基础的手术入路教学探索[J].局解手术学杂志,2016,25(3):223-225.
[9]王栋,赵波,李锋涛,等.上颈椎3D打印模型在骨科规范化培训教育中的应用[J].中国继续医学教育,2015,7(19):23-24.
[10]杨蓬勃,靳辉,张建水,等.3D解剖学教学软件在人体解剖学教学中的应用现状[J].基础医学教育,2018,20(1):49-52.
[11]林敏琳.3D body解剖软件结合TBL教学法在“人体解剖生理学”教学中的应用研究[J].中国医学教育技术,2018,32(6):661-664.
[12]陈晓,曹烈虎,苏佳灿.人体3D解剖软件在解剖教学中的应用和体会[J].中国医学教育技术,2017,31(2):179-181.