基于VR技术的CBL教学在泌尿外科解剖实习教学中的应用
The Application of Case-based Learning Method Based on Virtual Reality Technology in the Practice Teaching of Urological Anatomy
魏梦超 1赵奕 1东洁 1马琳 1纪志刚 1张玉石 1徐维锋1
作者信息
- 1. 中国医学科学院北京协和医院泌尿外科,北京市,100730
- 折叠
摘要
目的 探讨基于虚拟现实(Virtual Reality,VR)技术的以病例为基础的教学法(Case-Based Learning,CBL)在泌尿外科解剖实习教学中的应用.方法 2024年2月1日至2024年4月30日期间,2017级临床医学八年制专业80名学生作为研究对象,将其分为试验组和对照组,每组40名学生.试验组学生采用基于VR技术的CBL教学方法进行泌尿外科解剖实习教学,对照组学生采用常规教学方式进行泌尿外科解剖实习教学.对比分析两组学生的理论考核成绩和教学满意度调查结果.计量资料组间比较采用t检验,计数资料组间比较采用x2检验.结果 试验组学生的理论考核成绩[(40.70±7.18)分比(34.43±6.78)分]及教学满意度[(3.13±0.61)分比(2.45±1.15)分]均高于对照组学生,其差异具有统计学意义(均P＜0.05).试验组学生比对照组学生在提高学习兴趣和主动性[(2.98±0.66)分比(2.65±0.48)分]、使知识形象化易于理解记忆[(3.03±0.62)分比(2.60±0.63)分]、活跃课堂气氛[(3.13±0.61)分比(2.58±1.08)分]、增进与带教老师的互动[(3.18±0.59)分比(2.68±1.23)分]、提高学习效率[(3.03±0.62)分比(2.63±1.03)分]等方面的评分高,差异具有统计学意义(均P＜0.05).结论 基于VR技术的CBL泌尿外科解剖实习教学方式能够提高学生对理论知识的掌握水平、提高学生实习的教学满意度.
Abstract
Objective To explore the application of case-based learning(CBL)method based on virtual reality(VR)technology in the practice teaching of urological anatomy.Method From February 1st to April 30th,2024,80 students of eight-year program of clinical medicine enrolled in 2017 were divided into experimental group and control group,40 students in each group.The experimental group used VR technology-based CBL teaching method for urological anatomy practice teaching,and the control group used conventional teaching method for urological anatomy practice teaching.The results of theoretical test and teaching satisfaction survey of the two groups were compared and analyzed.The difference test was conducted using t test for continuous data and x 2 test for categorical data.Results The theoretical test scores[(40.70±7.18)points vs(34.43±6.78)points]and teaching satisfaction[(3.13±0.61)points vs(2.45±1.15)points]of experimental group were higher than those of control group,and the differences were statistically significant(all P＜0.05).Compared with the control group,the students in the experimental group rated higher in the aspects of improvement of learning interest and initiative[(2.98±0.66)points vs(2.65±0.48)points],making knowledge visualized and easy to understand and remember[(3.03±0.62)points vs(2.60±0.63)points],activating classroom atmosphere[(3.13±0.61)points vs(2.58±1.08)points],improvement of interaction with teachers[(3.18±0.59)points vs(2.68±1.23)points]and improvement of learning efficiency[(3.03±0.62)points vs(2.63±1.03)points],and the differences were statistically significant(all P＜0.05).Conclusions The VR technology-based CBL teaching method for urological anatomy practice teaching could improve students' mastery level of theoretical knowledge and improve students'teaching satisfaction.
关键词
虚拟现实技术/CBL/泌尿外科/解剖学/实习教学Key words
Virtual reality technology/Case-based learning/Urology/Anatomy/Practice teaching引用本文复制引用
出版年
2025
NETL
NSTL
万方数据