听神经瘤为常见颅内肿瘤之一,肿瘤与邻近重要神经、血管的复杂空间毗邻关系为术前评价重点,也是医学影像诊断学教学的难点。本研究设计线上学习和检测微信小程序,基于3D虚拟影像重建技术将听神经瘤患者MR图像进行转换并植入小程序, 2021年3月至2022年6月,应用于天津医科大学8名医学影像技术专业四年级学生的医学影像诊断学教学中,比较学生通过2D平面薄层图像、3D虚拟图片、3D虚拟视频评估听神经瘤空间毗邻关系的用时、空间关系理解满意度、正确率以评价教学效果,对数据进行Kruskal-Wallis 秩和检验,两两比较采用Bonferroni校正。学生通过3D虚拟视频、3D虚拟图片和2D平面薄层图像评估空间毗邻关系的用时分别为28(23,61)秒、38(28,69)秒、31(27,122)秒,空间关系理解满意度分别为5(4,6) 、4(4,6)、4(3,6),差异均具有统计学意义(均P<0.05),正确率分别为55.6%(37.5%,65.6%) 、52.8%(37.5%,62.5%) 、52.8%(37.5%,60.0%),差异无统计学意义(P=0.547)。将3D虚拟视频应用于听神经瘤教学可以提高学生对听神经瘤空间关系理解的满意度、缩短评估时间,同时不降低正确率,有助于提高听神经瘤的教学效果。
黄慧敏
,
李晶
,
郑邵微
,
冀晓东
,
石祥
,
于颖
,
李笑天
,
王华鹏
,
张宇航
,
刘丽华
. 3D虚拟影像重建技术在医学影像技术专业学生听神经瘤教学中的应用[J]. 中华医学教育杂志, 2023
, 43(11)
: 824
-828
.
DOI: 10.3760/cma.j.cn115259-20221208-01538
Acoustic neuroma is one of the most common intracranial tumors. The complex spatial adjacency between the tumor and the nerves and vessels is the focus of preoperative assessment and also a major difficulty in the teaching of diagnostic medical imaging. An online learning WeChat quizzes applet were developed for this study. The MR images of neuroma patients were converted and implanted into the applet based on 3D virtual image reconstruction technology. From March 2021 to June 2022, it was used in the teaching of diagnostic medical imaging for eight fourth-year undergraduate students majored in medical imaging technology at Tianjin Medical University. The time spent for the students to learn the adjacency of the acoustic neuroma on 2D planar thin-slice images, 3D virtual pictures and 3D virtual videos, the level of understanding satisfaction with the spatial adjacency and the accuracy were compared to evaluate the teaching effectiveness. The Kruskal-Wallis H test was performed on the data and Bonferroni correction was used for pairwise comparison. The students′ learning time for 3D virtual videos, 3D virtual pictures and 2D planar thin-layer images was 28(23,61), 38(28,69) and 31(27,122) seconds, respectively, and the level of understanding satisfaction with the spatial adjacency was 5(4,6), 4(4,6) and 4(3,6), respectively, and all differences were statistically significant (all P<0.05). The accuracy was 55.6%(37.5%,65.6%), 52.8%(37.5%,62.5%) and 52.8%(37.5%,60.0%) and there was no statistical difference (P=0.547). Thus, the use of 3D virtual video in medical imaging teaching for acoustic neuroma can augment the students′ satisfaction levels and enhance the teaching effect by reducing learning time without compromising accuracy.
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