三维解剖软件在疼痛科规范化培训教学中的应用

翁立军; 王亚光; 盛奎; 项娇; 鲍丽君; 王家友

doi:10.16766/j.cnki.issn.1674-4152.004267

三维解剖软件在疼痛科规范化培训教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.004267

安徽医科大学第二附属医院麻醉与围术期医学科疼痛病区，安徽合肥 230061

基金项目:

安徽省教育厅省级质量工程项目 2020kcszyjxm127

详细信息

通讯作者:
翁立军，E-mail：lijunweng00@aliyun.com

中图分类号: R192
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- 文章访问数: 8
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- 被引次数: 0
出版历程
- 收稿日期: 2024-11-13
- 网络出版日期: 2026-01-07

Utilization of three-dimensional anatomy software in the standardized training curriculum for the pain department

Department of Anesthesiology and Perioperative Medicine-Pain Care Unit, the Second Affiliated Hospital of Anhui Medical University, Hefei, Anhui 230061, China

摘要

摘要: 目的探究三维解剖软件在疼痛科规范化培训(以下简称“规培”)教学中的应用效果，分析其在提升规培医生解剖学知识和手术技能方面的优越性。方法选取2020年1月—2022年12月在安徽医科大学第二附属医院疼痛科轮转的60名无疼痛学基础的规培医生，通过抽签的方式随机分为软件教学组和传统教学组，每组30人。软件教学组采用3D解剖软件结合案例教学法，传统教学组则采用放射影像学资料结合传统多媒体教学模式。教学结束后，通过理论考核(包括三叉神经解剖、走行、分支及其支配范围，三叉神经痛典型临床症状、病因、常见治疗手段以及预后等方面)和问卷调查评价教学效果。结果对2组学员的理论考试成绩进行统计分析发现，软件教学组学员理论考试成绩优于传统教学组(Z=-5.388，P < 0.001)。问卷调查结果显示，软件教学组解剖结构掌握(t=8.042，P＜0.001)、临床诊治水平提高(t=8.625，P＜0.001)、学习兴趣培养(t=10.522，P＜0.001)评分均显著优于传统教学组。结论三维解剖软件结合案例教学法不仅能显著提升疼痛科规培医生的理论考核成绩，还能有效提高学员的满意度和学习兴趣，对促进学生深入理解复杂的局部解剖学、激发学习热情、增强自信心，以及为顺利过渡到疼痛科医师打下坚实基础具有重要意义。
- 三维解剖软件 /
- 疼痛科 /
- 规范化培训 /
- 教学
Abstract: Objective To investigate the application effects of three-dimensional anatomy software in standardized training and educational practices within the field of pain medicine, and to verify its superiority in improving the anatomical knowledge and surgical skills of resident doctors through comparative analysis. Methods Sixty resident doctors with no fundamental understanding of pain medicine from the Department of Pain Medicine at the Second Affiliated Hospital of Anhui Medical University from January 2020 to December 2022 were selected and randomly divided into a software teaching group and a conventional teaching group by drawing lots, each consisting of 30 students. The software teaching group utilized three-dimensional anatomy software combined with case-based teaching methodologies, while the conventional teaching group used radiological imaging data in conjunction with traditional multimedia teaching techniques. After the course, the instructional efficacy was assessed through theoretical evaluations (covering aspects such as trigeminal nerve anatomy, pathway, branches and distribution, typical clinical symptoms, causes, common treatment methods, and prognosis of trigeminal neuralgia) and surveys. Results The statistical analysis of the theoretical examination results revealed that students in the software teaching group achieved significantly higher scores compared to those in the traditional teaching group (Z=-5.388, P < 0.001). Furthermore, the findings of the questionnaire survey indicated that the software teaching group exhibited significantly greater proficiency in anatomical structure mastery (t=8.042, P < 0.001), clinical diagnosis and treatment level enhancement (t=8.625, P < 0.001), and cultivation of learning interest (t=10.522, P < 0.001) compared to the traditional teaching group. Conclusion The combination of three-dimensional anatomy software and case-based teaching not only significantly improves the theoretical assessment scores of pain medicine resident doctors but also effectively enhances the satisfaction and interest of students in learning. It is of great significance for promoting students ' in-depth understanding of complex regional anatomy, stimulating enthusiasm for learning, and building confidence, thus facilitating a smoother transition to becoming a pain medicine physician.
- Three-dimensional anatomy software /
- Department of pain medicine /
- Standardized training curriculum /
- Teaching

HTML全文

图 1 CT引导下穿刺卵圆孔的三维重建、横断面图及解剖学软件演示图

注：A、C分别为CT引导下穿刺卵圆孔三维重建及横断面图; B为解剖学软件演示图，箭头所示即为卵圆孔所在位置。

Figure 1. CT-guided puncture of the foramen ovale with three-dimensional reconstruction, cross-sectional diagrams, and anatomical software demonstrations

下载: 全尺寸图片幻灯片

表 1 2组学员理论考试成绩比较(例)

Table 1. Comparison of exam results between two groups of students (case)

组别	人数	优秀	良好	中等	差等
传统教学组	30	6	22	2	0
软件教学组	30	27	3	0	0
注：2组考试成绩比较，Z=-5.388，P < 0.001。

下载: 导出CSV

表 2 2组学员教学效果评价比较(x±s，分)

Table 2. Evaluation of teaching effectiveness by the two groups of students (x±s, points)

组别	人数	解剖结构掌握	学习兴趣培养	临床诊治水平提高
传统教学组	30	26.97±3.93	24.63±4.42	12.80±2.07
软件教学组	30	34.43±3.22	34.57±2.69	17.13±1.81
t值		8.042	10.522	8.625
P值		＜0.001	＜0.001	＜0.001

下载: 导出CSV

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