Application of three-dimensional printing technology and PBL in teaching about aortic dilated diseases
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摘要:
目的 研究3D打印技术联合PBL教学模式在临床本科生、住院医师主动脉扩张性疾病教学中的效果。 方法 选取2019年1月—2020年2月于山东大学第二医院血管外科中心学习的64名本科生、42名住院医师为研究对象，采用抽签方式，按照奇偶数各随机分为对照组及观察组，对照组(本科生32人，住院医师21人)采用传统理论授课及临床见习教学模式；观察组(本科生32人，住院医师21人)在传统教学基础上增加3D打印模型联合PBL教学模式。教学结束后，对照组及观察组均进行理论及实践操作考核，以评估2种教学方法的效果。 结果 在本科生教学中，主动脉解剖及基础理论、腹主动脉瘤分型及特征、实践操作等(股部血管定位穿刺)方面，观察组教学成果同对照组相比差异具有统计学意义(均P < 0.05)。在住院医师教学中，主动脉解剖及基础理论方面，对照组与观察组差异无统计学意义(均P>0.05)；腔内治疗参数测量、操作要点考核、复杂腹主动脉瘤分型及特征方面，观察组成绩与对照组相比差异具有统计学意义(均P < 0.05)。 结论 3D打印技术联合PBL教学模式应用于主动脉扩张性疾病教学，在本科生教学中，学生可以更好的掌握主动脉扩张性疾病基础理论及血管穿刺操作要点知识；在住院医师教学中，在掌握基础知识的基础上，学生能够更好的掌握此类疾病腔内治疗过程及关键操作，加深学生对此类疾病的理解，提高主动脉扩张性疾病教学效果。 Abstract:Objective To study the effect of 3D printing technology combined with problem-based learning (PBL) teaching mode in the teaching of aortic dilation disease for clinical undergraduates and residents. Methods A total of 64 undergraduates and 42 residents who studied in our center from January 2019 to February 2020 were randomly divided into control groups and experimental groups according to odd or even number by drawing lots. The traditional teaching model was used in the control group (32 undergraduates and 21 residents), and 3D-printed models and PBL were added to the traditional teaching model in the experimental group (32 undergraduates and 21 residents). After teaching, the effectiveness of the two methods was evaluated using tests and practical examination. Results Regarding the teaching of undergraduates, the performance of the experimental group was better than that of the control group in terms of aortic anatomy and basic theory, typing and characteristics of abdominal aortic aneurysms, and practical examination (localisation and puncture of the femoral vascular, all P < 0.05). Regarding the teaching of residents, no statistical difference existed between the aortic anatomy and the basic theoretical in two groups (all P>0.05). The teaching performance of the experimental group was better in terms of type and endovascular treatment measurement, operation points, and characteristics of complicated abdominal aortic aneurysms (all P < 0.05) during the teaching of common cases and complicated cases. Conclusion The application of 3D-printing technology and PBL enables undergraduate students to better master the basic theories of aortic dilatation diseases and the key points of vascular puncture operation. Residents can improve the identification and treatment of aortic dilated diseases and enhance the teaching effect of aortic dilatation diseases. -
表 1 2组本科生主动脉扩张疾病考核成绩(x ±s，分)
组别 例数 主动脉解剖及基础理论 AAA分型及特征 股部血管定位穿刺 总成绩 对照组 32 36.09±3.54 12.50±2.17 18.78±2.39 67.16±6.87 观察组 32 39.25±3.80 13.59±1.95 21.97±2.52 74.81±6.72 t值 3.437 2.121 5.188 4.505 P值 0.001 0.038 < 0.001 < 0.001 
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表 2 2组住院医师普通病例考核成绩(x ±s，分)
组别 例数 主动脉解剖及基础理论 AAA分型及特征 EVAR参数测量、操作要点 总成绩 对照组 21 41.10±2.61 15.67±1.50 19.52±2.11 76.29±4.96 观察组 21 42.43±3.43 16.33±1.35 21.90±2.68 80.67±4.88 t值 1.419 1.515 3.196 2.884 P值 0.164 0.138 0.003 0.006
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表 3 2组住院医师复杂病例考核成绩(x ±s，分)
组别 例数 主动脉解剖及基础理论 AAA分型及特征 EVAR参数测量、操作要点 总成绩 对照组 21 38.62±3.68 13.43±1.47 19.14±1.90 71.19±5.86 观察组 21 40.86±3.99 14.67±1.74 20.71±2.28 76.24±5.90 t值 1.889 0.722 2.422 2.782 P值 0.066 0.017 0.020 0.008
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