Sandwich教学法联合3D打印技术在肿瘤外科临床见习中的应用价值
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摘要
目的:探讨Sandwich教学法联合3D打印技术在肿瘤外科临床见习中的应用价值。方法:选取医院肿瘤外科见习学生36名,以随机数表法均分为观察组和对照组,每组18名。对照组学生用Sandwich方法教学,观察组学生于对照组基础上联合3D打印技术进行教学,对比观察两组学生理论成绩、技能掌握程度及自我评价等指标。结果:经不同方式教学后,观察组学生理论成绩中执业真题、出科理论和前沿知识明显优于对照组学生,其差异具有统计学意义(t=4.483,t=4.358,t=3.473;P<0.05);临床技能掌握程度中疾病诊断、方案制定及事件处理明显优于对照组学生,其差异具有统计学意义(t=5.231,t=4.136,t=3.284;P<0.05);结束教学后,采取问卷形式让所有学生进行自我评价,观察组学生在学习兴趣、独立思考、理论知识及实践能力上自我评价明显高于对照组学生,其差异具有统计学意义(x~2=5.237,x~2=7.231,x~2=6.832,x~2=5.452;P<0.05)。结论:在肿瘤外科的临床见习中使用Sandwich教学方法联合3D打印技术进行教学,学生学习效率高,临床技能掌握扎实,值得于临床见习中使用。
Objective: To explore the application value of Sandwich teaching method combined with 3D printing technique in clinical novitiate of oncological surgery. Methods: Thirty-six probationers of oncological surgery were selected and were divided into experimental group and control group(each group included 18 students). The control group was implemented Sandwich teaching method, while the experimental group was implemented a new teaching method that combined with 3D printing technique on the basis of the control group. The theoretical achievement, skill mastery and self-evaluation of the two groups were compared and observed. Results: After teaching by using different ways, the original questions of practice, professional theory and state-of-the-art knowledge of theoretical achievements of experimental group were significantly better than those of control group(t=4.483, t=4.358, t=3.473, P<0.05), respectively. And the disease diagnosis, program formulation and event handling of clinical skills of experimental group were significantly better than those of control group(t=5.231, t=4.136, t=3.284, P<0.05). After the end of teaching, all students were asked to conduct self-evaluation by adopted the form of questionnaires. The self-evaluations of students in the experimental group was significantly higher than that of students in the control group in learning interest, independent thinking, theoretical knowledge and practical ability. The differences of them between the two groups were statistically significant(x~2=5.237, x~2=7.231, x~2=6.832, x~2=5.452, P<0.05), respectively. Conclusion: The application of Sandwich teaching method combined with 3-D printing technique in clinical probation of oncology surgery can realize high learning efficiency and solid clinical skills for students. It is worth to be popularized in clinical probation.
Objective: To explore the application value of Sandwich teaching method combined with 3D printing technique in clinical novitiate of oncological surgery. Methods: Thirty-six probationers of oncological surgery were selected and were divided into experimental group and control group(each group included 18 students). The control group was implemented Sandwich teaching method, while the experimental group was implemented a new teaching method that combined with 3D printing technique on the basis of the control group. The theoretical achievement, skill mastery and self-evaluation of the two groups were compared and observed. Results: After teaching by using different ways, the original questions of practice, professional theory and state-of-the-art knowledge of theoretical achievements of experimental group were significantly better than those of control group(t=4.483, t=4.358, t=3.473, P<0.05), respectively. And the disease diagnosis, program formulation and event handling of clinical skills of experimental group were significantly better than those of control group(t=5.231, t=4.136, t=3.284, P<0.05). After the end of teaching, all students were asked to conduct self-evaluation by adopted the form of questionnaires. The self-evaluations of students in the experimental group was significantly higher than that of students in the control group in learning interest, independent thinking, theoretical knowledge and practical ability. The differences of them between the two groups were statistically significant(x~2=5.237, x~2=7.231, x~2=6.832, x~2=5.452, P<0.05), respectively. Conclusion: The application of Sandwich teaching method combined with 3-D printing technique in clinical probation of oncology surgery can realize high learning efficiency and solid clinical skills for students. It is worth to be popularized in clinical probation.
引文
[1]赵波,刘颖,邱晓文,等.3D打印技术在脊柱外科手术教学和训练中的应用[J].中国医学教育技术,2015,29(5):547-549.
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[10]李曙明,李萌,杨益民,等.3D打印及计算机辅助技术在骨科临床教学中的应用探讨--以复杂脊柱畸形治疗为例[J].中国医学教育技术,2015,29(2):191-194.
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[12]葛琴,续大伟,赵润萍,等.3D打印技术在临床工程中应用的研究[J].中国医学装备,2017,14(5):1-3.
[13]龚璐璐,曾维康,李云鹏,等.项目教学法及3D打印在《计算机辅助医学》中的创新实践[J].中华医学图书情报杂志,2017,26(2):67-70.
[14]董庆,曹守强,刘恋,等.3D打印肺段模型在胸外科解剖教学中的应用[J].现代生物医学进展,2017,17(7):1368-1370,1356.
[15]郭颖媛,张德军,管国芳,等.3D打印技术在耳鼻喉科住院医师规范化培训中的应用探索[J].山东大学耳鼻喉眼学报,2017,31(3):119-122.
[16]梁晓南,姚军,赵劲民.将3D打印模型引入Sandwich教学中的应用研究--以骨科见习教学为例[J].微创医学,2017,12(1):75-76,122.
[2]赵爽,罗莹,蒙山,等.专业认证标准下病理生理学融Sandwich形式案例教学应用探索[J].西南师范大学学报(自然科学版),2017,42(11):152-157.
[3]黄玮,杨述华,刘国辉,等.Sandwich教学法在骨科教学中的应用实践和探究[J].中国高等医学教育,2015(6):98-99.
[4]郭林,金刚,刘玉婷.CTTM结合Sandwich教学法在核医学见习教学中的应用[J].中国高等医学教育,2015(2):12-13.
[5]龚烨,张浩沙强,李炳军.“Sandwich”教学法在乳腺外科教学中的应用[J].中国卫生产业,2015,12(18):37-39.
[6]段翠蓉,李志辉,寻劢,等.Sandwich教学理念结合多媒体教学在小儿内科见习中的应用[J].中国高等医学教育,2016(8):87-88.
[7]席冬梅,于洪涛,王子静,等.“C B T”结合“Sandwich”教学法在内分泌科临床见习教学中应用的探索[J].新疆医学,2017,47(4):458-460.
[8]刘静,傅杰,姚凤云,等.CBT、PBL结合Sandwich三联式教学法在研究生教学运用探索[J].中医药信息,2014,31(5):32-33.
[9]杨德光.案例教学法结合Sandwich教学法在心血管内科见习教学中的应用效果观察[J].高教学刊,2017(7):129-130.
[10]李曙明,李萌,杨益民,等.3D打印及计算机辅助技术在骨科临床教学中的应用探讨--以复杂脊柱畸形治疗为例[J].中国医学教育技术,2015,29(2):191-194.
[11]张明,吴媛,王睿智,等.3D打印互动教学在神经外科医师规范化培训中的应用[J].基础医学教育,2016,18(11):927-931.
[12]葛琴,续大伟,赵润萍,等.3D打印技术在临床工程中应用的研究[J].中国医学装备,2017,14(5):1-3.
[13]龚璐璐,曾维康,李云鹏,等.项目教学法及3D打印在《计算机辅助医学》中的创新实践[J].中华医学图书情报杂志,2017,26(2):67-70.
[14]董庆,曹守强,刘恋,等.3D打印肺段模型在胸外科解剖教学中的应用[J].现代生物医学进展,2017,17(7):1368-1370,1356.
[15]郭颖媛,张德军,管国芳,等.3D打印技术在耳鼻喉科住院医师规范化培训中的应用探索[J].山东大学耳鼻喉眼学报,2017,31(3):119-122.
[16]梁晓南,姚军,赵劲民.将3D打印模型引入Sandwich教学中的应用研究--以骨科见习教学为例[J].微创医学,2017,12(1):75-76,122.