Volume 19 Issue 5
May  2021
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Article Navigation >  Chinese Journal of General Practice  > 2021  >  19(5): 856-859
ZHANG Pei, GAO Yong, CUI Pei-yuan, WU Min, LIU Quan, GUAN Jian-zhong. Application value of 3D printing technology combined with PBL teaching in standardised training of orthopaedic residents[J]. Chinese Journal of General Practice, 2021, 19(5): 856-859. doi: 10.16766/j.cnki.issn.1674-4152.001934
Citation: ZHANG Pei, GAO Yong, CUI Pei-yuan, WU Min, LIU Quan, GUAN Jian-zhong. Application value of 3D printing technology combined with PBL teaching in standardised training of orthopaedic residents[J]. Chinese Journal of General Practice, 2021, 19(5): 856-859. doi: 10.16766/j.cnki.issn.1674-4152.001934
shu

Application value of 3D printing technology combined with PBL teaching in standardised training of orthopaedic residents

doi: 10.16766/j.cnki.issn.1674-4152.001934
  • 1.

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

Funds:

 2018jyxm0811

  • Received Date: 2020-08-21
    Available Online: 2022-02-16
    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.

     

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