骨科手术教学模型在骨科手术教学中的应用研究
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摘要
目的研究骨科手术教学模型在骨科手术教学中的应用效果。方法选取2016年1月至2017年12月学习骨科手术的89名学生作为研究对象,并按照随机数表法将其随机分为观察组(46名)与对照组(43名),其中观察组学生在传统教学方式的基础上加用骨科手术教学模型予以教学,对照组学生采用传统教学方式予以教学,对比分析两种教学方式的教学效果。结果教学后,两组学生专业知识、操作技能、综合能力、学习兴趣、学习效率、自主学习能力、理解记忆能力及创造性思维能力评分均明显提高,与教学前相比,P均<0.01,差异具有统计学意义,且尤以观察组学生提高最为明显,两组学生教学后专业知识、操作技能、综合能力、学习兴趣、学习效率、自主学习能力、理解记忆能力及创造性思维能力评分对比,P均<0.01,差异具有统计学意义;教学后观察组学生对骨科手术教学模式总满意度为95. 65%,对照组学生对骨科手术教学模式总满意度为74. 42%,两组对比,P<0. 05,差异具有统计学意义。结论在传统教学方式的基础上加用教学模型进行骨科手术教学,可有效提高学生专业知识、操作技能的掌握程度以及综合能力、学习兴趣、学习效率等,学生的满意度较高,是一种较为理想的骨科手术教学方式。
Objective To study the application effect of orthopedic surgical teaching model in the course of orthopedic surgical teaching. Methods Eighty-nine students who studied orthopedic surgery between January 2016 and December 2017 were selected as subjects to be divided into an observation group(46 patients) and a control group(43 patients)according to the random number table. In the observation group, the students were given orthopedic surgical teaching model in the teaching course in addition to the traditional teaching methods, while the students in the control group were simply given the traditional teaching methods, between which the teaching effect was analyzed and compared. Results After teaching, the scores of expertise, operational skills, comprehensive ability, interest in learning, learning efficiency, selflearning ability, comprehension and memory abilities, and creative thinking ability all markedly improved in each of the two groups, and statistically significant differences were observed as compared with that before teaching in each of the two groups, all P <0. 01. However, the improvement levels in the observation group were more significant, and the betweengroup comparison of scores of these items all showed statistically significant differences, P <0.01. The satisfaction degree of students in the observation group was 95. 65% while that in the control group was 74. 42%, between which the comparison showed statistically significant difference, P<0. 05. Conclusion On the basis of the traditional teaching methods, including orthopedic surgical teaching models into the teaching course of orthopedic surgery can effectively improve students ' expertise, operational skills, comprehensive ability, interest in learning, learning efficiency and etc., with a higher students' satisfaction degree, and is a much ideal teaching method for orthopedic surgery.
Objective To study the application effect of orthopedic surgical teaching model in the course of orthopedic surgical teaching. Methods Eighty-nine students who studied orthopedic surgery between January 2016 and December 2017 were selected as subjects to be divided into an observation group(46 patients) and a control group(43 patients)according to the random number table. In the observation group, the students were given orthopedic surgical teaching model in the teaching course in addition to the traditional teaching methods, while the students in the control group were simply given the traditional teaching methods, between which the teaching effect was analyzed and compared. Results After teaching, the scores of expertise, operational skills, comprehensive ability, interest in learning, learning efficiency, selflearning ability, comprehension and memory abilities, and creative thinking ability all markedly improved in each of the two groups, and statistically significant differences were observed as compared with that before teaching in each of the two groups, all P <0. 01. However, the improvement levels in the observation group were more significant, and the betweengroup comparison of scores of these items all showed statistically significant differences, P <0.01. The satisfaction degree of students in the observation group was 95. 65% while that in the control group was 74. 42%, between which the comparison showed statistically significant difference, P<0. 05. Conclusion On the basis of the traditional teaching methods, including orthopedic surgical teaching models into the teaching course of orthopedic surgery can effectively improve students ' expertise, operational skills, comprehensive ability, interest in learning, learning efficiency and etc., with a higher students' satisfaction degree, and is a much ideal teaching method for orthopedic surgery.
引文
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[2]夏爽,李松峰,黄娜.3D解剖结构教学模型在人体解剖实验教学中的研究[J].中国继续医学教育,2016, 8(31):16-17.
[3]宛磊,代彭威,王伟.微创骨科手术与局部解剖学教学设计之研究[J].中国继续医学教育,2015, 7(29):22-23.
[4]张业贵,赵健,丁艳霞,等.PBL教学法在局部解剖学实验教学中的应用研究[J].安徽卫生职业技术学院学报,2014,13(4):103-104.
[5]张楠,刘娜,王东旭,等.在骨科临床教学中应用动物脊柱模拟手术方法的研究[J].卫生职业教育,2015, 33(16):64-65.
[6]朱振东,张林,任铭新.3D动画技术在人体解剖学实验教学中的应用探索[J].中国高等医学教育,2014(9):120-121.
[7]高志明.局部解剖实验教学教具在骨科手术中的应用[J].疾病监测与控制,2017, 11(1):75-76.
[8]宋育泽,程辉,孙兆霞,等.局部解剖学实验教学中探究式教学的应用[J].世界最新医学信息文摘,2016, 16(101):190, 192.