| 马建军,焦点,刘志伟,等.泌尿外科教学中应用混合现实技术的探讨[J].安徽医药,2023,27(9):1895-1898. |
| 泌尿外科教学中应用混合现实技术的探讨 |
| Application of mixed reality technology in the teaching of urology surgery |
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| DOI：10.3969/j.issn.1009-6469.2023.09.045 |
| 中文关键词: 教育，医学 教育技术 混合现实 泌尿外科 腔镜手术 分层解剖 |
| 英文关键词: Education, medical Educational technology Mixed reality Urology Laparoscopic surgery Layered anatomy |
| 基金项目:国家自然科学基金项目( 82002687)；军队应用基础专项研究项目( 22JSZ03) |
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| 中文摘要: |
| 目的探讨混合现实( MR)技术在泌尿外科教学中的应用优势。方法选取 2021年 3—12月在空军军医大学唐都医院泌尿外科规培的在读专硕研究生 60人为研究对象，采用随机数字表法分成 MR教学组和传统教学组，每组各 30人。授课 2个月后，以两组学生理论成绩、实践操作成绩及师生双向评价结果来评估教学成果。结果 MR教学组理论考核的总成绩明显优于传统教学组［( 84.72±8.93)分比( 75.63±7.65)分， P<0.001］其中 MR教学组 80分及以上的人数为 25人( 83.3%)，显著高于传统教学组和往年考核成绩(均 P<0.05)传统教学组各分数段的，人数与往年考核结果相比差异无统计学意义(均 P>0.05)；技能考核中，两组技能考试成绩与往年成绩相，比均差异无统计学意义(均 P>0.05)；师生双向评估中，与传统教学组相比， MR教学组临床思维启发好、学习压力小、掌握知识更轻松(P<0.05)，两组在教学满意程度、知识融会贯通方面差异无统计学意义(P>0.05)。结论 MR技术在泌尿外科教学中有其独特的优势，可增强医生的临床思维和外科技术学习能力。 |
| 英文摘要: |
| Objective To explore the advantages of mixed reality (MR) technology in urology teaching.Methods From March to December 2021, 60 postgraduate students enrolled in specialized master's degree training in the Department of Urology at Tangdu Hos-pital of Air Force Medical University were selected as the study subjects and were divided into MR teaching group and traditionalteaching group using the random number table method, with 30 students in each group. After 2 months of teaching, the teaching resultswere assessed by the theoretical scores, practical operation scores, and two-way evaluation results of teachers and students in both groups.Results The total score of the theoretical assessment of the MR teaching group was significantly better than that of the tradi-tional teaching group [(84.72±8.93) vs. (75.63±7.65), P < 0.001)], of which the number of those who scored 80 points or more in the MRteaching group was 25 (83.3%), which was significantly higher than that in the traditional teaching group and the examination results ofthe previous years (P < 0.05). There was no statistically significant difference between the number of people in each score band in thetraditional teaching group and the previous years' assessment results (P > 0.05). In the skills assessment, there was no significant differ-ence between the skills examination results of the two groups compared with the results of previous years (P > 0.05). In the two-way as-sessment of teachers and students, compared with the traditional teaching group, the MR teaching group inspired good clinical thinking,had less learning pressure, and mastered knowledge more easily (P < 0.05). There was no significant difference between the two groups in terms of teaching satisfaction and knowledge integration (P > 0.05).Conclusion MR technology has unique advantages in urologyteaching, which can enhance doctors' clinical thinking and surgical technology learning ability. |
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