目的 通过客观测试和主观评价相结合的方法,评价3D打印模型在住院医师规范化培训脊柱畸形教学中的效果。方法 本研究采用实验对照方法。选取在青岛大学附属医院脊柱外科轮转的参加规范化培训的住院医师共43人为研究对象。将研究对象随机分为实验组20人和对照组23人。实验组第一个月轮转期间,进行两次脊柱畸形基于案例学习(case-based learning,CBL)结合3D打印模型教学,对照组采用单纯CBL教学,两组由同一主治医师进行授课。授课结束后,采用填写评估表的方式进行教学效果评价。结果 两组住院医师在脊柱畸形病理特点、概念理解与指标测量、解剖结构和矫形手术原理4个维度评分,实验组得分高于对照组,差异均具有统计学意义(均P＜0.05);而对授课教师评价的差异无统计学意义(t=1.131, P＞0.05)。客观测试中实验组住院医师得分高于对照组(t=2.222,P＜0.05)。对于所接受教学形式的感兴趣程度,实验组评分高于对照组(t=2.313,P＜0.05)。结论 3D打印模型在提高住院医师主观教学评价和学习兴趣的同时,可切实提高客观学习效果,具有推广价值。

Objective To evaluate the effect of 3D printing mold in resident teaching of spine deformity by combining Objective test and subjective evaluation.Methods The experimental control method was adopted. A total of 43 residents, who were enrolled in standardized training at the Affiliated Hospital of Qingdao University, were successively selected for this research. The experimental group received two lessons about spinal deformity in the first month at the spinal department, by using case-based learning (CBL) combined with 3D printing mold. The control group was taught with traditional CBL method at the similar time and by the same lecturers. After teaching, assessment forms were filled by residents to evaluate the effect of different teaching methods.Results For rating scales, experimental group showed higher score than control group in the aspects of pathologic characteristic, concepts and relevant measurements, anatomical structures and the principles of orthopedic surgery (all P<0.05), with no statistical difference in evaluation of the teachers (t=1.131,P>0.05).Objective test results were higher in the experimental group than in the control group (t=2.222,P<0.05). For scoring the degree of interest to the way that the residents were taught, experimental group showed higher score than control group (t=2.313,P<0.05).Conclusions 3D individualized printing mold can improve learning outcome while improving residents’ subjective teaching evaluation and make the learning interest. The method is valuable to popularize.