中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (5): 403-406.DOI: 10.3760/cma.j.cn115259-20201010-01443

• 教育技术 • 上一篇    下一篇

虚拟现实技术在循环系统疾病教学中的应用

马腾1, 张梅静1, 韩雅蕾1, 张萌2   

  1. 1航天中心医院心脏医学部,北京 100049;
    2航天中心医院,北京 100049
  • 收稿日期:2020-10-10 发布日期:2021-04-29
  • 通讯作者: 张萌, Email: mengzhangmd@126.com, 电话: 010-59971031
  • 基金资助:
    航天中心医院2017年度科研基金项目(YN201703)

Application of virtual reality technology in clinical teaching for cardiovascular diseases

Ma Teng1, Zhang Meijing1, Han Yalei1, Zhang Meng2   

  1. 1Department of Cardiology, Aerospace Central Hospital, Beijing 100049, China;
    2Aerospace Central Hospital, Beijing 100049, China
  • Received:2020-10-10 Published:2021-04-29
  • Contact: Zhang Meng, Email:mengzhangmd@126.com, Tel:0086-10-59971031
  • Supported by:
    Research fund Program of Aerospace Central Hospital in 2017(YN201703)

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摘要： 目的 探讨虚拟现实技术在循环系统疾病教学中的应用效果。方法 本研究采用试验对照方法。2018年7月至2019年9月,选取接受内科循环系统疾病教学的北京大学医学部2014级和2015级五年制临床医学专业40名学生为研究对象,采用随机数字表法将其分为两组,试验组和对照组,每组20人。试验组学生采用虚拟现实技术辅助教学方式,对照组学生采用传统授课教学方式。教学结束后,采用问卷调查方法和系统知识考试方法评价两组学生不同教学方式的实施效果。结果 与对照组学生相比,试验组学生对其教学方式更感兴趣、更有学习积极性,并认为虚拟现实技术的辅助教学方式对理解知识更有帮助,且更有助于解决临床问题[(4.15±0.67)分比(3.40±1.09)分,(3.85±0.74)分比(2.90±0.97)分,(3.85±0.75)分比(3.25±1.07)分],其差异均具有统计学意义(均P<0.05);试验组学生系统知识考试成绩高于对照组学生[(85.65±6.11)分比(80.05±9.08)分],组间差异具有统计学意义(P<0.05)。结论 虚拟现实技术有助于提高学生对循环系统疾病的学习兴趣、培养临床思维、增加学习主动性,有助于提高教学质量。

关键词: 虚拟现实技术, 循环系统疾病, 临床教学

Abstract: Objective To explore the effect of virtual reality technology in teaching cardiovascular diseases. Methods This study uses an experimental control method. From July 2018 to September 2019, forty students of grade 2014 and grade 2015 in the Department of medicine of Peking University who were taught circulatory diseases of internal medicine were randomly divided into two groups with 20 students in each. The experimental group was taught by virtual reality technology, and the control group was taught by traditional teaching method. After the end of teaching ,questionnaire survey and systematic knowledge examination were used to evaluate the effect of different teaching methods. Results The experimental group was more interested in the new teaching method and more active in learning than the students in the control group. The students in experimental group believed that virtual reality technology did help them to understand knowledge, and build capacity to solve clinical problems, [(4.15 ± 0.67) vs. (3.40 ± 1.09), (3.85 ± 0.74) vs. (2.90 ± 0.97), (3.85 ± 0.75) vs. (3.25 ± 1.07)]. The difference between two groups was significant (all P<0.05).The scores of the knowledge test in the experimental group were higher than those in the control group[(85.65 ± 6.11) vs. (80.05 ± 9.08)], and the difference was statistically significant (P<0.05). Conclusions The virtual reality technology can stimulate students' learning interest for circulatory diseases, and foster clinical reasoning, and improve teaching quality.

Key words: Virtual reality technology, Cardiovascular disease, Clinical teaching

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