Volume 20 Issue 9
Sep.  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(9): 1565-1568
HONG Wen-ming, ZHANG Fang, WANG Bin, HU Yang-chun. Application of multimodal fusion technique in clinical practice teaching of neurosurgery[J]. Chinese Journal of General Practice, 2022, 20(9): 1565-1568. doi: 10.16766/j.cnki.issn.1674-4152.002650
Citation: HONG Wen-ming, ZHANG Fang, WANG Bin, HU Yang-chun. Application of multimodal fusion technique in clinical practice teaching of neurosurgery[J]. Chinese Journal of General Practice, 2022, 20(9): 1565-1568. doi: 10.16766/j.cnki.issn.1674-4152.002650
shu

Application of multimodal fusion technique in clinical practice teaching of neurosurgery

doi: 10.16766/j.cnki.issn.1674-4152.002650
  • 1.

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

Funds:

 82003795

 1908085QH379

 2108085QH330

 BSKY2019016

 2020jyxm0928

  • Received Date: 2021-12-18
    Available Online: 2022-11-29
    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.

     

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