中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (4): 340-343.DOI: 10.3760/cma.j.cn115259-20210915-01165

• 教育技术 • 上一篇    下一篇

虚拟现实技术在八年制医学生耳鼻咽喉科学解剖教学中的应用

王宇1, 赵晓含2, 曾进1, 刘俊秀1, 朱丽1, 王党校2, 潘滔1   

  1. 1北京大学第三医院耳鼻喉科,北京 100191;
    2北京航空航天大学虚拟现实技术与系统国家重点实验室,北京 100191
  • 收稿日期:2021-09-15 出版日期:2022-04-01 发布日期:2022-03-29
  • 通讯作者: 潘滔, Email: pantao6422@163.com
  • 基金资助:
    国家自然科学基金(61977063);科技部科技创新2030“新一代人工智能”重大项目(2020AAA0105404);北京大学“教学新思路2.0”项目(2021YB011)

Application of virtual reality technology in the teaching of otolaryngology anatomy for eight-year program medical students

Wang Yu1, Zhao Xiaohan2, Zeng Jin1, Liu Junxiu1, Zhu Li1, Wang Dangxiao2, Pan Tao1   

  1. 1Department of Otolaryngology Head and Neck Surgery, Peking University Third Hospital, Beijing 100191, China;
    2The State Key Lab of Virtual Reality Technology and Systems,Beihang University, Beijing 100191, China
  • Received:2021-09-15 Online:2022-04-01 Published:2022-03-29
  • Contact: Pan Tao, Email: pantao6422@163.com
  • Supported by:
    National Natural Science Foundation of China(61977063);Science and Technology Innovation 2030 “New Generation of Artificial Intelligence” Major Project of Ministry of Science and Technology (2020AAA0105404); The “New Teaching Ideas 2.0” Project of Peking University(2021YB011)

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摘要： 目的 探讨虚拟现实技术在八年制医学生耳鼻咽喉科学解剖教学中的应用价值。方法 选取北京大学2017级八年制临床医学专业33名学生为研究对象,将其分为试验组和对照组。对照组16名学生,采用传统教学方法;试验组17名学生,采用虚拟现实技术结合传统教学方法。通过问卷调查结果、耳鼻咽喉学科理论考核和实习考核成绩评价两组学生的教学效果,采用t检验和χ2检验比较两组间差异。结果 问卷调查结果显示,试验组和对照组分别有12名和4名学生认为“学习耳鼻喉科解剖很有兴趣”,其差异具有统计学意义(P=0.032)。试验组和对照组学生的理论考核成绩分别为(56.4±4.2)分和(52.0±6.3)分,其差异具有统计学意义(P=0.027)。两组学生实习考核成绩差异无统计学意义[(28.4±0.6)分比(28.0±1.1)分,P=0.213]。试验组和对照组学生的考核总分分别为(84.8±4.5)分和(80.1±6.4),其差异具有统计学意义(P=0.019)。结论 应用虚拟现实技术辅助耳鼻咽喉科学解剖教学,有助于培养八年制医学生的学习兴趣,提高教学效果。

关键词: 耳鼻喉科, 虚拟现实, 解剖, 教学

Abstract: Objective To evaluate the application of virtual reality technology in the teaching of otolaryngology anatomy for eight-year program medical students. Methods The subjects were 33 senior medical students enrolled in 2017 in Peking University. 16 students in the control group were trained with traditional teaching methods while 17 students in the experimental group were supplemented with virtual reality technology combined with traditional teaching. The teaching effect of two groups was evaluated by questionnaire survey, theoretical examination and skill test of otolaryngology. T test and chi-square test were used to compare the difference between two groups. Results 12 students from experimental group and 4 students from the control group are very interested in learning otolaryngology anatomy (P=0.032). Theoretical examination scores of experimental group(52.0±6.3) and control group(56.4±4.2) was statistically significant difference (P=0.027). There is no statistical difference in skill test scores between two groups[(28.0±1.1) vs.(28.4±0.6),P=0.213]. Total scores of experimental group(80.1±6.4) and control group (84.8±4.5) was statistically significant difference (P=0.019). Conclusions The application of virtual reality technology in the anatomy teaching of Otorhinolaryngology training for eight-year program medical students may stimulate their learning interest and improve teaching effect.

Key words: Otolaryngology, Virtual reality, Anatomy, Teaching method

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