中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (5): 358-361.DOI: 10.3760/cma.j.issn70-2018-0503-00325

• 教育技术 • 上一篇    下一篇

3D打印技术辅助教学方式提高骨科学教育目标层次的效果

王敏, 宋鑫, 柯松, 徐源   

  1. 陆军军医大学第二附属医院骨科,重庆 400037
  • 收稿日期:2018-05-03 出版日期:2020-05-01 发布日期:2020-12-09
  • 通讯作者: 王敏, Email: 52solar@sina.cn, 电话: 023-68774308
  • 基金资助:
    中华医学会医学教育分会和中国高等教育学会医学教育专业委员会2016年医学教育研究立项课题(2016B-JJ095)

3D printing technology assistant teaching improve the learning outcome of orthopaedics teaching with different target levels

Wang Min, Song Xin, Ke Song, Xu Yuan   

  1. Department of Orthopeadic, Second Affiliated Hospital, Army Medical University, Chongqing 400037, China
  • Received:2018-05-03 Online:2020-05-01 Published:2020-12-09
  • Contact: Wang Min, Email: 52solar@sina.cn, Tel: 0086-23-68774308
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2016 Medical Education Research Project (2016B-JJ095)

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摘要： 目的 研究3D打印技术辅助教学方式在本科骨科学教学中提高布鲁姆认知领域教育目标层次的效果。方法 选取陆军军医大学2014级五年制临床医学专业24名学生为研究对象,将其随机分为试验组和对照组,每组12名学生。选定股骨粗隆间骨折作为教学内容,由同一位教师授课,试验组学生采用案例教学方法和3D打印技术辅助教学方式,对照组学生仅采用案例教学方法。教学结束后,比较分析两组学生课堂提出问题和方案的人数、理论测试成绩,对其教学效果做出评价。结果 在课堂提出有效问题和有效治疗方案的人数方面,试验组学生均多于对照组学生,其差异均具有统计学意义(χ2=4.196, χ2=4.444,均P<0.05);在课堂提出创意方案的人数方面,两组学生的差异无统计学意义(χ2=2.182,P>0.05)。在理论测试成绩方面,试验组学生中获得优秀成绩的人数多于对照组学生,其差异无统计学意义(χ2=1.815,P>0.05)。结论 3D打印技术辅助教学方式在本科骨科学教学中对于提高布鲁姆认知领域教育目标层次具有一定效果,但从初级目标层次上升到高级目标层次中的作用并不全面和充分。

关键词: 3D打印技术, 辅助教学方式, 骨科学, 教育目标, 布鲁姆教育理论

Abstract: Objective To evaluate 3D printing technology-assisted teaching method in improving the orthopedic teaching based on Bloom's teaching goal. Methods A total of 24 medical students in grade 2014 at Army Medical University were randomly divided into experimental group and control group with 12 students in each. The same teacher gives same lecture of femoral intertrochanter fracture for the two groups, but experimental group had the lecture with the assistant of 3D printing femoral intertrochanter fracture model, and control group committed no such aide. After class, paper test were carried out, score and the number of multi-level questions, which students had in or after class were collected and analyzed with SPSS 12.0. Results The number of good question or wonderful treatment suggestion shows significant difference between the experimental group and control group (χ2=4.196, χ2=4.444, all P<0.05), with the former superior to the later, respectively; the results shows no significant between two groups in the number of innovative idea (χ2=2.182, P>0.05); the excellent score of theory examination shows no significant difference between the two groups (χ2=1.815, P>0.05), in spite of the fact the number of student with excellent score in experimental group was more than that in control group. Conclusions The 3D printing technology-assisted teaching method is helpful for the orthopedic teaching based on Bloom's teaching goal, but it is not significant to boost primary level to advanced level.

Key words: 3D printing technology, Assistant teaching method, Orthopedic, Educational goal, Bloom's educational theory

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