Application of a four-in-one blended innovative teaching model in clinical teaching of spinal tumors

Ouyang Hanqiang; Wu Hongbin; Zhou Feifei; Wei Feng; Tian Hua; Lang Ning; Li Weishi

doi:10.3760/cma.j.cn116021-20240923-02027

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Application of a four-in-one blended innovative teaching model in clinical teaching of spinal tumors

Teaching Reform | 更新时间：2025-09-22

- Application of a four-in-one blended innovative teaching model in clinical teaching of spinal tumors
- Chinese Journal of Medical Education Research Vol. 24, Issue 9, Pages: 1236-1241(2025)
- 作者机构：
  
  1.北京大学第三医院骨科，北京 100191
  2.北京大学医学教育研究所，北京 100191
  3.北京大学第三医院放射科，北京 100191
- 作者简介：
  
  Li Weishi, Email: puh3liweishi@163.com
- 基金信息：
  
  Peking University Artificial Intelligence Boosts Course Development Project(2024AI14);Peking University "New Teaching Ideas 2.0" Project(2024AL06)
- DOI：10.3760/cma.j.cn116021-20240923-02027
  CLC： R-6
- Received：23 September 2024，
  
  Published：20 September 2025
- 稿件说明：
移动端阅览
欧阳汉强, 吴红斌, 周非非, 等. 四位一体混合式创新教学模式在脊柱肿瘤临床教学中的应用[J]. 中华医学教育探索杂志, 2025, 24(9): 1236-1241.

Ouyang Hanqiang, Wu Hongbin, Zhou Feifei, et al. Application of a four-in-one blended innovative teaching model in clinical teaching of spinal tumors[J]. Chinese journal of medical education research, 2025, 24(9): 1236-1241.
欧阳汉强, 吴红斌, 周非非, 等. 四位一体混合式创新教学模式在脊柱肿瘤临床教学中的应用[J]. 中华医学教育探索杂志, 2025, 24(9): 1236-1241. DOI： 10.3760/cma.j.cn116021-20240923-02027.

Ouyang Hanqiang, Wu Hongbin, Zhou Feifei, et al. Application of a four-in-one blended innovative teaching model in clinical teaching of spinal tumors[J]. Chinese journal of medical education research, 2025, 24(9): 1236-1241. DOI： 10.3760/cma.j.cn116021-20240923-02027.

摘要

目的

探讨人工智能、虚拟现实、3D打印结合病例教学法（case-based learning，CBL）的四位一体混合式教学模式在脊柱肿瘤临床教学中的应用效果。

方法

将2022年9月至2024年8月期间在北京大学第三医院骨科参与临床教学的89名学生作为研究对象，将其分为对照组（47人）和试验组（42人）。对照组采用传统教学，试验组则采用四位一体混合式教学。在临床带教结束时，通过对学生进行人工智能题库测试和问卷调查来评估教学效果。本研究采用SPSS 27.0软件进行数据处理，并运用独立样本

检验来比较2组学生的差异。

结果

在教学效果的评估中，试验组在答题准确率（66.67%，

²=9.44，

=0.002）、提升学习兴趣[（4.50±0.63）分，

=2.75，

=0.007

]

、提升理论知识掌握程度[（4.64±0.69）分，

=7.74，

0.001

]

、提升临床思维能力[（4.48±0.71）分，

=9.08，

0.001

]

、提升操作技能水平[（4.13±0.89）分，

=2.69，

=0.009

]

、提升科研创新能力[（4.71±0.59）分，

=9.28，

0.001

]

、增强师生互动性[（4.74±0.54）分，

=12.76，

0.001

]

及提高课堂注意力[（4.69±0.52）分，

=12.64，

0.001

]

等方面均高于对照组。同时，试验组学生还提出了许多建设性的反馈意见。

结论

人工智能、虚拟现实、3D打印结合CBL的四位一体混合式教学模式能够提高本科医学生对脊柱肿瘤的识别和诊断能力，建立正确的临床思维路径，教学效果良好。

Abstract

Objective

To explore the application effects of a four-in-one blended teaching model integrating artificial intelligence

virtual reality

3D printing

and case-based learning (CBL) in the clinical teaching of spinal tumors.

Methods

We divided 89 students on training in the Department of Orthopedics of Peking University Third Hospital from September 2022 to August 2024 into control group (

=47) and experimental group (

=42). The control group adopted traditional teaching

and the experimental group adopted the four-in-one teaching model. At the end of clinical teaching

an artificial intelligence test and a questionnaire survey were administered to the students to evaluate the teaching effects. The two groups were compared using the independent samples

-test with the use of SPSS 27.0.

Results

The experimental group was superior to the control group with significant improvements in the answer accuracy rate (66.67%

=9.44

=0.002)

learning interest [(4.50±0.63)

=2.75

=0.007

]

theoretical knowledge mastery [(4.64±0.69)

=7.74

0.001

]

clinical thinking [(4.48±0.71)

=9.08

0.001

]

practical skills [(4.13±0.89)

=2.69

=0.009

]

scientific research innovation [(4.71±0.59)

=9.28

0.001

]

teacher-student interaction [(4.74±0.54)

=12.76

0.001

]

and classroom attention [(4.69±0.52)

=12.64

0.001

]

. At the same time

the students in the experimental group put forward numerous constructive feedback.

Conclusions

The four-in-one blended teaching model combining artificial intelligence

virtual reality

3D printing

and CBL can help undergraduate medical students better recognize and diagnose spinal tumors with a correct clinical thinking path

achieving good teaching effects.

关键词

Keywords

references

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