基于增强现实技术的功能磁共振成像融合重建在临床医学专业实习生医学影像学教学中的应用

doi:10.3760/cma.j.cn115259-20231226-00625

摘要/Abstract

摘要： 目的探讨基于增强现实(augmented reality,AR)技术的功能磁共振成像(functional magnetic resonance imaging, fMRI)融合重建在临床医学专业实习生医学影像学教学中的应用效果。方法选取2023年6月至8月在华中科技大学同济医学院学习的2019级五年制临床医学专业40名实习生为研究对象,采用简单随机法分为试验组和对照组,每组20名。试验组采用AR技术辅助的fMRI融合重建教学系统开展医学影像学教学,对照组采用传统教学方式进行医学影像学教学。采用自编问卷对两组实习生进行教学效果评价调查,包括学习兴趣程度和认知负荷。另外对试验组实习生进行新教学模式接受度调查。采用独立样本t检验、卡方检验、Pearson相关分析、描述性统计等方法分析数据。结果在兴趣程度上,试验组实习生对知识兴趣度提升评分(4.10±0.79)分、学习主动性提高评分(3.85±0.75)分、联系性思考评分(3.95±1.05)分等均高于对照组的(3.35±0.61)分、(3.35±0.67)分、(3.20±0.62)分。在认识负荷上,试验组实习生对掌握三维想象能力难易评分(4.70±0.47)分、课程轻松度评分(4.35±0.49)分、课程印象评分(4.05±0.89)分等均高于对照组的(2.70±0.47)分、(3.20±0.62)分、(3.15±0.59)分。以上对比差异均具有统计学意义(均P＜0.05)。试验组实习生的学习兴趣与认知负荷间存在更多正向相关性 (r=0.58~0.81,均P<0.05)。16名(80.0％)试验组实习生乐意接受AR辅助的新教学模式。结论与传统教学方式相比,基于AR的fMRI融合重建教学能够显著提高实习生学习兴趣,降低认知负荷,并获得较高接受度,具有较好的教学应用潜力。

关键词: 教学, 医学影像学, 功能磁共振成像, 增强现实, 临床医学专业, 实习生

Abstract: Objective To explore the application and effectiveness of augmented reality (AR)-assisted functional magnetic resonance imaging (fMRI) fusion reconstruction in medical imaging teaching for clinical medicine interns. Methods Forty interns majoring in five-year clinical medicine of the 2019 grade from Tongji Medical College of Huazhong University of Science and Technology were enrolled from June to August 2023. Participants were randomly divided into an experimental group (n=20) and a control group (n=20). The experimental group received medical imaging instruction utilizing an AR-assisted fMRI fusion reconstruction teaching model, whereas the control group received traditional medical imaging education. A self-designed questionnaire was used to evaluate students′ learning interest and cognitive load in both groups, with an additional acceptance survey of the AR-assisted teaching model for the experimental group. Independent sample t-test, chi-square test, pearson correlation analysis and descriptive statistical analysis were used to analyze the data. Results In terms of the degree of interest, the scores ofthe improvement of knowledge interest, the improvement of learning initiative, and the associative thinkingin the experimental group were (4.10±0.79), (3.85±0.75), and (3.95±1.05),respectively. They were all higher than those in the control group (3.35±0.61), (3.35±0.67), and (3.20±0.62). In terms of cognitive load, the scores of the difficulty of mastering three-dimensional imagination ability, the course easiness, and the course impression in the experimental group were (4.70±0.47), (4.35±0.49), and (4.05±0.89), respectively. They were all higher than those in the control group (2.70±0.47), (3.20±0.62), and (3.15±0.59). All differences were statistically significant (all P<0.05). In the experimental group, there were more positive correlations between learning interest and cognitive load (r=0.58-0.81, all P<0.05). Eighty percent of the interns in the experimental group were willing to accept the new AR assistance teaching model. Conclusions Compared with traditional teaching methods, the AR-assisted fMRI fusion reconstruction teaching significantly enhances students′ interest, reduces cognitive load, and achieves high acceptance among students, indicating its considerable value for medical imaging education.

Key words: Teaching, Medical imaging, Functional magnetic resonance imaging, Augmented reality, Clinical medicine, Interns

中图分类号:

杨柳, 高翾, 李任鹏, 汪晶. 基于增强现实技术的功能磁共振成像融合重建在临床医学专业实习生医学影像学教学中的应用[J]. 中华医学教育杂志, 2025, 45(6): 414-418.

Yang Liu, Gao Xuan, Li Renpeng, Wang Jing. Application of augmented reality-assisted functional magnetic resonance imaging fusion reconstruction in medical imaging teaching for clinical medicine interns[J]. Chinese Journal of Medical Education, 2025, 45(6): 414-418.

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