Application of 3D technology-assisted teaching based on the four-in-one flipped classroom in clinical teaching of neurosurgery

Xiao Qungen; Liu Huiyong; Liu Junfeng; Tan Zhoubin; Chen Juan; Zhu Mingxin; Tang Qiaoying

doi:10.3760/cma.j.cn116021-20241011-02071

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Application of 3D technology-assisted teaching based on the four-in-one flipped classroom in clinical teaching of neurosurgery

Clinical Teaching | 更新时间：2025-08-28

- Application of 3D technology-assisted teaching based on the four-in-one flipped classroom in clinical teaching of neurosurgery
- Chinese Journal of Medical Education Research Vol. 24, Issue 8, Pages: 1104-1109(2025)
- 作者机构：
  
  1.华中科技大学同济医学院附属同济医院神经外科，武汉 430030
  2.华中科技大学同济医学院附属同济医院超声影像科，武汉 430030
- 作者简介：
  
  Tang Qiaoying, Email: tangqiaoying@126.com
- 基金信息：
  
  Natural Science Foundation of Hubei Province(2022CFB300);2024 Ideological and Political Education Research Project of the Second Clinical College, Huazhong University of Science and Technology(TJSZ2024057)
- DOI：10.3760/cma.j.cn116021-20241011-02071
  CLC： R-05
- Received：11 October 2024，
  
  Published：20 August 2025
- 稿件说明：
移动端阅览
肖群根, 刘慧勇, 刘俊峰, 等. 基于四位一体翻转课堂的3D技术辅助教学在神经外科临床教学中的应用[J]. 中华医学教育探索杂志, 2025, 24(8): 1104-1109.

Xiao Qungen, Liu Huiyong, Liu Junfeng, et al. Application of 3D technology-assisted teaching based on the four-in-one flipped classroom in clinical teaching of neurosurgery[J]. Chinese journal of medical education research, 2025, 24(8): 1104-1109.
肖群根, 刘慧勇, 刘俊峰, 等. 基于四位一体翻转课堂的3D技术辅助教学在神经外科临床教学中的应用[J]. 中华医学教育探索杂志, 2025, 24(8): 1104-1109. DOI： 10.3760/cma.j.cn116021-20241011-02071.

Xiao Qungen, Liu Huiyong, Liu Junfeng, et al. Application of 3D technology-assisted teaching based on the four-in-one flipped classroom in clinical teaching of neurosurgery[J]. Chinese journal of medical education research, 2025, 24(8): 1104-1109. DOI： 10.3760/cma.j.cn116021-20241011-02071.

摘要

目的

探讨基于“四位一体”翻转课堂的3D技术辅助教学在神经外科临床教学中的应用效果，为优化医学教育模式提供依据。

方法

选取2020年6月至2024年6月第二临床学院八年制学生及神经外科专业研究生50名。对照组（

=25）采用常规教学；试验组（

=25）采用“四位一体”翻转课堂结合3D技术，涵盖特色教材（含3D模型图）、互联网平台（视频库、虚拟仿真模块）、移动交互端（实时问答）及虚拟仿真技术。通过理论考核（神经解剖学、临床应用能力等，总分100分）、操作考核（手术设计、无菌观念等，总分100分）及教学质量问卷评价效果，采用SPSS 22.0进行独立样本

检验。

结果

试验组理论考核总分高于对照组[（86.52±5.21） vs. （73.56±6.32），

0.001

]

，其中案例分析题得分差异最大[（26.03±3.65） vs. （22.22±3.50），

=0.001

]

。操作考核中，试验组在“手术流程设计”[（26.30±4.14） vs. （ 21.44±3.45），

0.001

]

和“无菌观念”[（8.18±0.98） vs. （6.64±0.79），

0.001

]

表现更优。教学质量问卷显示，试验组在“临床实践技能强化”[（23.13±1.39） vs. （21.45±1.86），

=0.001

]

和“自主学习动力”[（21.84±1.60） vs. （19.75±1.45），

0.001

]

得分更高。

结论

“四位一体”翻转课堂结合3D技术能显著提升神经外科教学效果，尤其在临床思维与实践能力培养方面优势明显，值得推广。

Abstract

Objective

To explore the application effect of 3D technology-assisted teaching based on "four-in-one" flipped classroom in clinical teaching of neurosurgery

and provide a basis for optimizing the medical education mode.

Methods

A total of 50 students from the Second Clinical College were selected between June 2020 and June 2024

including eight-year program medical students and postgraduate neurosurgery students. The control group (

=25) received the conventional teaching mode. The experimental group (

=25) was taught using the "four-in-one" flipped classroom combined with 3D technology

including characteristic textbooks with 3D model drawings

Internet platforms (video libraries and virtual simulation modules)

mobile interactive terminals (real-time question and answer)

and virtual simulation technology. Effectiveness was evaluated through theoretical assessment (e.g.

neuroanatomy and clinical application ability

with a total score of 100 points)

operational assessment (e.g.

surgical design and aseptic concept

with a total score of 100 points)

and a teaching quality questionnaire. Independent samples

-test was conducted using SPSS 22.0.

Results

The total score of theoretical assessment was higher in the experimental group than that in the control group [(86.52±5.21) vs. (73.56±6.32)

0.001

]

with the largest difference observed in case analysis questions [(26.03±3.65) vs. (22.22±3.50)

=0.001

]

. In the operational assessment

the experimental group performed better in "surgical process design" [(26.30±4.14) vs. (21.44±3.45)

0.001

]

and "aseptic concept" [(8.18±0.98) vs. (6.64±0.79)

0.001

]

. The teach

ing quality questionnaire showed that the experimental group scored higher in "clinical practice skill enhancement" [(23.13±1.39) vs. (21.45±1.86)

=0.001

]

and "self-directed learning motivation" [(21.84±1.60) vs. (19.75±1.45)

0.001

]

Conclusions

The combination of "four-in-one" flipped classroom and 3D technology can significantly improve the teaching effectiveness of neurosurgery

especially in the cultivation of clinical thinking and practical abilities. This approach is worth promoting.

关键词

Keywords

references

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