多模态融合技术在神经外科临床实践教学中的应用

洪文明; 张芳; 王斌; 胡阳春

doi:10.16766/j.cnki.issn.1674-4152.002650

多模态融合技术在神经外科临床实践教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002650

洪文明¹,
张芳^{1, 2, ,},
王斌¹,
胡阳春¹

1.
安徽医科大学第一附属医院神经外科，安徽合肥 230022
2.
安徽医科大学护理学院，安徽合肥 230032

基金项目:

国家自然科学基金项目 82003795

安徽省自然科学基金 1908085QH379

安徽省自然科学基金 2108085QH330

安徽医科大学第一附属医院博士科研启动基金 BSKY2019016

安徽省高等学校省级质量工程教学研究项目 2020jyxm0928

详细信息

通讯作者:
张芳, E-mail: 2009500029@ahmu.com

中图分类号: R192 R651
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- 文章访问数: 191
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- 被引次数: 0
出版历程
- 收稿日期: 2021-12-18
- 网络出版日期: 2022-11-29

Application of multimodal fusion technique in clinical practice teaching of neurosurgery

1.
Department of Neurosurgery, the First Affiliated Hospital of AnHui Medical University, Hefei, Anhui 230032, China

摘要

摘要: 目的在神经外科临床实践中，利用多模态融合技术对医学本科生进行临床教学，并探索分析其教学效果。方法选取2018年1月—2021年10月在安徽医科大学第一附属医院神经外科进行临床实践的医学本科生126人。按照随机数字表法将入组学员分为多模态融合技术教学组(63人)和传统教学组(63人)。采用随堂测验、临床实践技能操作考试、出科理论考试以及学生满意度问卷调查等方式进行教学检测，并对结果进行统计学分析，评价其教学效果。结果学生教学满意度问卷结果显示，多模态融合技术教学组学生对教学形式、教学内容、知识结构、培训过程以及学习效率满意度分别为95.2%、96.8%、93.7%、95.2%、96.8%，均高于传统教学组的55.6%、88.9%、90.5%、42.9%、49.2%，其中教学形式、培训过程以及学习效率满意度差异有统计学意义(均P＜0.05)，教学内容、知识结构的满意度差异无统计学意义(均P＞0.05)。学生成绩显示，多模态融合技术教学组学生随堂测验成绩[(92.8±4.9)分]、出科理论考试成绩[(90.6±5.8)分]、临床实践技能操作成绩[(88.8±5.2)分]、综合平均考试成绩[(90.7±5.3)分]均显著优于传统教学组[(83.6±5.2)分、(81.8±4.6)分、(81.2±4.8)分、(82.2±4.9)分，均P＜0.05]。结论在医学本科生临床实践教学中，多模态融合技术可显著提高神经外科临床实践教学效率和学生培训效果，这为神经外科本科临床实践教学提供了新的策略。
- 多模态融合技术 /
- 神经外科 /
- 临床实践教学 /
- 本科教育
Abstract: Objective In the clinical practice of neurosurgery, multi-modal fusion technology is used to conduct clinical teaching for medical undergraduates. Its teaching application effect was explored and analysed in this study. Methods A total of 126 medical undergraduates were selected for clinical practice in the Neurosurgery Department of the First Affiliated Hospital of Anhui Medical University from January 2018 to October 2021. The students were randomly divided into the multimodal fusion technology teaching group (63 students) and the traditional teaching group (63 students) via the random number table method. The teaching test was conducted by in-class test, clinical practice operation and theoretical examination. The results of the student satisfaction questionnaire were statistically analysed to evaluate the teaching effect. Results The results of the questionnaire on students'teaching satisfaction showed that students in the multi-modal fusion technology group gave scores of 95.2%, 96.8%, 93.7%, 95.2% and 96.8%, respectively, for the teaching form, teaching content, knowledge structure, training process and learning efficiency; these scores were higher than those in the traditional teaching group (55.6%, 88.9%, 90.5%, 42.9% and 49.2%). Statistically significant differences were found in teaching form, training process and learning efficiency satisfaction (all P < 0.05). There was no significant difference in teaching content and knowledge structure satisfaction (all P>0.05). The results showed that the average score of the students in the multi-modal fusion technology group was (92.8±4.9) points in the in-class test, (90.6±5.8) points in the theory test, (88.8±5.2) points in the clinical practice skill operation and (90.7±5.3) points in the comprehensive test; these scores were significantly better than those in the traditional teaching group [(83.6±5.2) points, (81.8±4.6) points, (81.2±4.8) points, (82.2±4.9) points, all P < 0.05]. Conclusion In neurosurgery clinical practice teaching of medical undergraduates, multi-modal fusion technology can significantly improve the efficiency of clinical practice teaching and student training effect, providing a new strategy for teaching the clinical practice of neurosurgery.
- Multimode fusion technology /
- Neurosurgery /
- Clinical practice teaching /
- Undergraduate education

HTML全文

图 1 部分多模态融合技术

注：A为术前神经导航技术重建颅内肿瘤及周围结构; B为术中神经导航技术引导颅内肿瘤切除，并可显示肿瘤与周围正常组织的解剖关系; C为3D打印模型，可清晰显示肿瘤生长情况以及所处解剖位置。

Figure 1. Partial multimodal fusion technology

下载: 全尺寸图片幻灯片

表 1 2组临床实习的医学本科生对教学方式的满意度评价结果比较[例(%)]

Table 1. Comparison of the satisfaction evaluation results of medical undergraduates in clinical practice on teaching methods [cases (%)]

组别	例数	总体	教学形式	教学内容	知识结构	培训过程	学习效率
多模态融合技术教学组	63	60(95.2)	60(95.2)	61(96.8)	59(93.7)	60(95.2)	61(96.8)
传统教学组	63	41(65.1)	35(55.6)	56(88.9)	57(90.5)	27(42.9)	31(49.2)
χ²值		18.010	26.740	2.991	2.206	39.460	31.580
P值		＜0.001	＜0.001	0.092	0.134	＜0.001	＜0.001

下载: 导出CSV

表 2 2组临床实习的医学本科生考试成绩比较(x±s, 分)

Table 2. Comparison of examination results between two groups of medical undergraduates in clinical practice (x±s, points)

组别	例数	随堂测验	出科理论考试	临床实践技能操作	综合平均考试成绩
多模态融合技术教学组	63	92.8±4.9	90.6±5.8	88.8±5.2	90.7±5.3
传统教学组	63	83.6±5.2	81.8±4.6	81.2±4.8	82.2±4.9
t值		4.422	4.572	4.044	3.738
P值		0.002	0.004	0.002	0.006

下载: 导出CSV

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