目的 将多点触控虚拟解剖系统虚拟解剖台(anatomage table,AT)技术,配合基于案例学习(case-based learning,CBL)教学方法,应用于外科学实验阑尾切除术教学,了解其应用效果。方法 选取福建医科大学2015级“5+3”一体化临床医学专业72名学生为研究对象,将其随机分为实验组和对照组,每组36名学生。实验组学生采用多媒体配合CBL教学+虚拟解剖技术,对照组学生采用多媒体配合CBL教学+传统教学方法。教学结束后,分别对两组学生进行考核和问卷调查,评价各自教学效果。结果 实验组学生在理论知识[(81.50±9.11)分]、临床操作能力[(87.75±4.97)分]方面的考核成绩均明显优于对照组学生[(76.75±5.43)和(82.50±0.90)分]且差异均具有统计学意义(t=2.686,P=0.01;t=3.597,P<0.01)。问卷调查结果显示,实验组学生对所用教学方法在促进知识的掌握和利用[100.0%(36/36)]、能够有效预习与复习、增强自学能力[97.2%(35/36)]、对培养临床思维有帮助[100.0%(36/36)]、可以增进团队合作[100.0%(36/36)]和激发创新思维[91.6%(33/36)]等方面认可度较高。在调动学习积极性、有效提高学习效率实验方面,两组学生之间差异无统计学意义(均P>0.05)。结论 应用虚拟解剖系统技术联合CBL 教学,有助于提高外科学基础实验教学质量,提高学生学习积极性和满意度。

Objective To combine anatomage table technique of multi-touch virtual anatomy system (virtual autopsy table) with case-based teaching, and the evaluation was done in appendicectomy of surgical experiment. Methods A total of 72 subjects were selected from the 2015 class “5+3” clinical students of Fujian Medical University were divided into two groups. The students in the experimental group were used cooperate with multimedia and CBL case teaching +AT teaching method. The students in the control group used multimedia and CBL case teaching + traditional teaching method. The two groups of teaching effects were evaluated objectively at the end of study. Results The theoretical knowledge score of the experimental group (81.50+ 9.11) was superior to that of the control group (76.75+5.43), the difference was statistically significant (t=2.686,P=0.01).The results of clinical examination in the experimental group (87.75+4.97) was also higher than those in the control group (82.50+0.90), the difference was statistically significant (t=3.597,P<0.01).The multimedia and CBL case teaching + AT teaching method can promote mastery and use of knowledge[100.0%(36/36)], and support capacity building for self-regulated learning[97.2%(35/36)] and clinical reasoning.It also can encourage teamwork[100.0%(36/36)], inspire innovative thinking [91.6%(33/36)]. There was no significant difference between the two groups in raising learning enthusiasm and improving learning efficiency. Conclusions The application of AT teaching can improve the teaching quality of the basic experiment of surgery, and the students are more motivated and satisfied.