Application value of 3D printing technology combined with PBL teaching in standardised training of orthopaedic residents
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摘要:
目的 探讨3D打印技术联合PBL教学模式在骨科住院医师规范化培训教学中的应用价值。 方法 选择2019年1月—2020年1月期间曾在蚌埠医学院第一附属医院骨科规培基地参与规培的46名住院医师为研究对象，采用随机数字法分为2组，每组23名，观察组：接受3D打印技术联合PBL教学模式，对照组仅接受PBL教学模式，2组均由同一组优秀教学经验的老师带教，规培结束后仍由同一组带教老师对2组医师骨科前沿知识、理论知识、病例分析、专业技能进行客观考核，2组医师以不记名形式对其教学模式的学习兴趣、理解能力、内容掌握、理论联系实际、团队协作、满意度进行评价。 结果 2组学生得分在前沿知识(91.74±3.10)分vs. (75.78±3.19)分、理论知识(85.65±3.13)分vs. (81.09±1.90)分、病例分析(88.30±3.28)分vs. (75.09±3.18)分、专业技能(85.52±5.47)分vs. (77.96±4.70)分成绩方面，观察组考核成绩明显高于对照组，差异有统计学意义(均P < 0.05)。在学习兴趣、理解能力、内容掌握、理论联系实际、团队协作、满意度比较中，观察组指标明显高于对照组(均P < 0.05)。 结论 3D打印技术与PBL教学模式有机结合，能够充分激发规培医师自主学习及发现问题的能力。 Abstract:Objective To explore the application value of 3D printing technology combined with PBL teaching mode in the standardised training and teaching of orthopaedic residents. Methods Forty-six residents who participated in the orthopaedic training base of the First Affiliated Hospital of Bengbu Medical College from January 2019 to January 2020 were selected and divided into two groups by random number method, with 23 residents in each group. The observation group accepted 3D printing technology in combination with teaching PBL teaching mode, whereas the control group accepted PBL teaching mode only. The two groups were assessed by the same set of excellent teaching experience. For culture teaching, the two groups of orthopaedic residents were tested for their cutting-edge knowledge, theoretical knowledge, professional skills and case analysis. For objective appraisal of the teaching model, the learning interest, comprehension, content mastery, combination of theory with practice, teamwork and satisfaction of the two groups of residents were evaluated. Results The scores of residents in the observation group were significantly higher than those in the control group in terms of frontier knowledge [(91.74±3.10) scores vs. (75.78±3.19) scores], theoretical knowledge [(85.65±3.13) scores vs. (81.09±1.90) scores], case analysis [(88.30±3.28) scores vs. (75.09±3.18) scores] and professional skills [(85.52±5.47) scores vs. (77.96±4.70) scores], with statistical significance (all P < 0.05). The indicators of the observation group were significantly higher than those of the control group in terms of learning interest, understanding ability, content mastery, combination of theory with practice, teamwork and satisfaction (all P < 0.05). Conclusion The combination of 3D printing technology and PBL teaching mode can fully stimulate the self-learning and problem-finding ability of disciplined training physicians. -
Key words:
- 3D printing technology /
- PBL teaching /
- Orthopaedics /
- Standardised training
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表 1 2组规培医师性别、年龄、既往学习成绩、参与规培时间比较(x±s)
组别 例数 年龄(岁) 既往学习成绩(分) 参与规培时间(月) 观察组 23 27.48±1.56 77.74±3.88 7.13±2.07 对照组 23 27.13±1.63 76.26±4.15 6.65±2.67 t值 0.738 1.249 0.678 P值 0.464 0.218 0.501 
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表 2 2组规培医师前沿知识、理论知识、病例分析及专业技能成绩比较(x±s，分)
组别 例数 前沿知识 理论知识 病例分析 专业技能 观察组 23 80.65±3.13 91.39±3.04 88.30±3.28 85.52±5.45 对照组 23 76.43±5.36 79.78±3.19 75.09±3.18 77.96±4.70 t值 17.322 5.979 13.882 5.034 P值 < 0.001 < 0.001 < 0.001 < 0.001
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表 3 2组规培医师学习兴趣、理解能力、内容掌握、理论联系实际、团队协作及满意度比较(x±s，分)
组别 例数 学习兴趣 理解能力 内容掌握 理论联系实际 团队协作 满意度 观察组 23 7.83±1.53 7.48±1.44 7.91±1.41 8.04±1.46 8.26±1.21 7.87±1.58 对照组 23 5.65±1.43 6.26±1.21 5.22±1.31 6.70±1.15 6.47±1.38 6.22±1.51 t值 4.977 3.097 6.707 3.482 4.656 3.635 P值 < 0.001 0.003 < 0.001 < 0.001 < 0.001 < 0.001
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