基于“互联网+”的增强现实与混合现实技术在骨科住院医师规范化培训中的应用

朱仲廉; 高许斌; 官建中

doi:10.16766/j.cnki.issn.1674-4152.002522

基于“互联网+”的增强现实与混合现实技术在骨科住院医师规范化培训中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002522

朱仲廉^{1, 2},
高许斌^{1, 2, ,},
官建中^{1, 2}

1.
蚌埠医学院第一附属医院骨科, 安徽蚌埠 233004
2.
组织移植安徽省重点实验室, 安徽蚌埠 233004

基金项目:

蚌埠医学院校级本科教学质量工程项目 2019jyxm87

安徽省高等学校省级质量工程项目 2019jyxm1049

详细信息

通讯作者:
高许斌，E-mail: falcongxb@163.com

中图分类号: R192 R68
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- 被引次数: 0
出版历程
- 收稿日期: 2021-11-25
- 网络出版日期: 2022-09-21

Application of augmented reality technology and mixed reality technology based on "Internet Plus" in the standardised training of orthopaedic doctors

ZHU Zhong-lian^{1, 2},
GAO Xu-bin^{1, 2
, ,},
GUAN Jian-zhong^{1, 2}

1.
Department of Orthopedics, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的分析基于“互联网+”的增强现实(augmented reality，AR)与混合现实(mixed reality，MR)技术在骨科住院医师规范化培训中的应用效果。方法以蚌埠医学院第一附属医院基于“互联网+”的AR/MR技术的骨科教学培训实施时间(2019年3月)为界限，将实施前(2018年3月—2019年2月)入组的30名骨科住院医师纳为对照组，采用常规骨科培训方法；将实施后(2019年4月—2020年5月)入组的32名住院医师纳为观察组，采用新型培训方法。分别统计2组培训结束时的理论成绩及操作成绩改善情况，记录带教老师对本次培训的自我评价；比较2组住院医师的培训满意度。结果 2组培训前的理论及操作考核成绩比较差异无统计学意义(P>0.05)，培训结束时，观察组的理论成绩改善率[(26.74±5.12)%]和操作成绩改善率[(16.59±2.14)%]显著高于对照组[(18.89±4.06)%和(7.05±1.02)%，均P < 0.05]；AR/MR技术带教模式下带教老师的统筹安排及管理能力、多媒体教材应用能力及教学意识评分显著高于常规骨科带教模式(P < 0.05)；培训结束时，观察组住院医师的培训满意度评分显著高于对照组，差异有统计学意义(均P < 0.05)。结论基于“互联网+”的AR/MR技术应用于骨科住院医师规范化培训，可有效提高骨科带教老师的临床教学能力，改善住院医师的培训满意度和考核成绩，具有良好的推广意义。
- 增强现实技术 /
- 混合现实技术 /
- 骨科 /
- 规范化培训
Abstract: Objective To analyse the application effects of augmented reality (AR) technology and mixed reality (MR) technology based on "Internet Plus" in the standardised training of orthopaedic doctors. Methods Taking the implementation time (March 2019) of orthopaedics teaching and training of AR/MR based on "Internet Plus" in the First Affiliated Hospital of Bengbu Medical College as the dividing line, 30 resident doctors in the Department of Orthopaedics who were enrolled before the implementation (from March 2018 to February 2019) were included in the control group and received conventional orthopaedics training, and 32 resident doctors enrolled after the implementation (between April 2019 and May 2020) were enrolled in the observation group and given the new training method. The improvement status of theoretical and operational results of the two groups was statistically analysed at the end of the training, and the self-evaluation of clinical teachers on the training was recorded. The training satisfaction of the two groups of resident doctors was compared. Results No statistical differences were observed in the theoretical and operational results between the two groups before training (P>0.05). At the end of the training, the improvement rates of theoretical [(26.74±5.12) %] and operational [(16.59±2.14) %] results in the observation group were significantly higher than those in the control group [(18.89±4.06) % and (7.05±1.02) %, all P < 0.05]. The scores of overall arrangement and management ability, application ability of multimedia teaching materials and teaching awareness of clinical teachers under the AR/MR teaching model were significantly higher than those of conventional orthopaedics teaching model (P < 0.05). At the end of the training, the training satisfaction scores of resident doctors were significantly higher in the observation group than in the control group (all P < 0.05). Conclusion The application of AR/MR based on "Internet Plus" in the standardised training of resident doctors in the Department of Orthopaedics can effectively improve the clinical teaching ability of orthopaedics teachers and improve the training satisfaction and assessment results of resident doctors, with good promotion significance.
- Augmented reality technology /
- Mixed reality technology /
- Department of orthopaedics /
- Standardised training

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表 1 2组住院医师一般资料比较

Table 1. Comparison of general data between the two groups of residents

组别	人数	性别[人(%)]		年龄(x±s，岁)	文化水平[人(%)]
组别	人数	男性	女性	年龄(x±s，岁)	本科生	硕士研究生
观察组	32	19(59.38)	13(40.62)	27.13±3.26	24(75.00)	8(25.00)
对照组	30	21(70.00)	9(30.00)	27.89±3.02	19(63.33)	11(36.67)
统计量		0.764^a		0.951^b	0.992^a
P值		0.382		0.346	0.319
注：^a为χ²值，^b为t值。

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表 2 2组住院医师理论考核成绩改善情况比较(x±s)

Table 2. Comparison of the improvement of residents' theoretical assessment scores between the two groups (x±s)

组别	人数	培训前考核成绩(分)	培训结束时考核成绩(分)	理论成绩改善率(%)
观察组	32	71.03±11.62	90.02±7.58	26.74±5.12
对照组	30	71.10±10.75	84.53±8.26	18.89±4.06
t值		0.025	2.729	6.660
P值		0.981	0.008	< 0.001

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表 3 2组住院医师操作考核成绩改善情况比较(x±s)

Table 3. Comparison of improvement of operation assessment scores between the two groups (x±s)

组别	人数	培训前考核成绩(分)	培训结束时考核成绩(分)	操作成绩改善率(%)
观察组	32	76.44±10.58	89.12±8.13	16.59±2.14
对照组	30	75.89±11.02	81.24±9.20	7.05±1.02
t值		0.200	3.579	22.163
P值		0.842	< 0.001	< 0.001

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表 4 2种培训模式对带教老师教学能力的影响(x±s，分)

Table 4. Influence of two training modes on teaching ability of teachers (x±s, score)

培训模式	人数	统筹安排及管理能力	多媒体教材运用能力	教学意识	临床应对能力	医德医风
AR/MR技术带教	12	6.42±1.03	8.04±1.25	7.03±1.16	8.14±1.20	8.42±1.36
常规骨科带教	12	5.20±1.16	6.58±1.31	5.80±1.02	7.65±1.06	8.38±1.27
t值		2.724	2.793	2.758	1.060	0.074
P值		0.012	0.011	0.012	0.301	0.941

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表 5 2组住院医师培训满意度比较(x±s，分)

Table 5. Comparison of residency training satisfaction between the two groups (x±s, score)

组别	人数	学习兴趣	课程设计	学习效率	课程丰富度	总分
观察组	32	2.59±0.61	2.14±0.33	2.57±0.32	2.38±0.46	9.68±1.45
对照组	30	2.13±0.45	1.89±0.41	2.03±0.26	2.10±0.30	8.15±1.37
t值		3.360	2.653	7.264	2.818	4.264
P值		< 0.001	0.010	< 0.001	0.007	< 0.001

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