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“沉浸式鼻解剖虚拟现实系统”提升八年制医学生鼻部解剖学习效果的探索
Application of immersive virtual reality system for nasal anatomy in otolaryngology teaching for eight-year program medical students
- 中华医学教育探索杂志 2024年23卷第11期 页码：1506-1509
- 作者机构：
1.北京大学第三医院耳鼻咽喉科，北京 100191
2.北京师范大学人工智能学院，北京 100191
- 作者简介：
朱丽，Email：prlizhu@qq.com
- 基金信息：国家自然科学基金面上项目(61977063)
DOI：10.3760/cma.j.cn116021-20230925-01862
中图分类号： R602纸质出版日期：2024-11-20，
收稿日期：2023-09-25，
- 稿件说明：
移动端阅览
胡伟倪, 骆岩林, 李文静, 等. “沉浸式鼻解剖虚拟现实系统”提升八年制医学生鼻部解剖学习效果的探索[J]. 中华医学教育探索杂志, 2024, 23(11): 1506-1509.
Hu Weini, Luo Yanlin, Li Wenjing, et al. Application of immersive virtual reality system for nasal anatomy in otolaryngology teaching for eight-year program medical students. [J]. Chinese Journal of Medical Education Research, 2024,23(11):1506-1509.
胡伟倪, 骆岩林, 李文静, 等. “沉浸式鼻解剖虚拟现实系统”提升八年制医学生鼻部解剖学习效果的探索[J]. 中华医学教育探索杂志, 2024, 23(11): 1506-1509. DOI： 10.3760/cma.j.cn116021-20230925-01862.
Hu Weini, Luo Yanlin, Li Wenjing, et al. Application of immersive virtual reality system for nasal anatomy in otolaryngology teaching for eight-year program medical students. [J]. Chinese Journal of Medical Education Research, 2024,23(11):1506-1509. DOI： 10.3760/cma.j.cn116021-20230925-01862.
摘要
目的
2
探讨“沉浸式鼻解剖虚拟现实系统”提升临床医学八年制学生耳鼻咽喉科鼻部解剖的学习兴趣和理论水平的效果。
方法
2
选取北京大学医学部2019级临床医学八年制学生为研究对象，57名学生按照自然分组法分为3小组，每组19人，随机选取2小组作为试验组（
n
=38），采用“沉浸式鼻解剖虚拟现实系统”结合传统教学；另一小组作为对照组（
n
=19），采用传统教学。通过调查问卷、耳鼻咽喉科学理论考核总成绩及鼻科学部分的成绩评价比较两组学生的教学效果。运用SPSS 27.0软件进行统计学分析，采用独立样本
ｔ
检验和卡方检验比较两组间差异。
结果
2
调查问卷结果显示，两组学生普遍认为“鼻科学理论及解剖知识讲授”是耳鼻喉科鼻科学见习的难点，试验组学生认为“鼻科学理论及解剖知识讲授是鼻科见习最大收获”的比例显著高于对照组学生（33/38 vs. 12/19），差异具有统计学意义（
P
=0.039）；理论考试中鼻部解剖相关内容得分试验组（19.0±1.3）显著高于对照组（18.1±1.3），差异具有统计学意义（
P
=0.024）。
结论
2
应用“沉浸式鼻解剖虚拟现实系统”辅助耳鼻咽喉科鼻部解剖教学有助于培养临床医学八年制学生的学习兴趣，并提高教学效果。
Abstract
Objective
2
To investigate the effects of an immersive virtual reality system for nasal anatomy in improving the learning interest and theoretical level of eight-year program medical students for nasal anatomy in otolaryngology.
Methods
2
A total of 57 medical students of the 2019 eight-year program in Peking University Health Science Center were divided into three groups naturally
with 19 students in each group. Two of the groups (38 students) were randomly selected as experimental group to receive traditional teaching in combination with the immersive virtual reality system for nasal anatomy
while the remaining group (19 students) served as control group to receive traditional teaching. The teaching effectiveness of the two groups was evaluated through questionnaire surveys and theoretical asses
sment scores in otolaryngology and nasal anatomy. SPSS 27.0 was used to perform statistical analysis. The two groups were compared using the independent samples
t
-test and the chi-squared test.
Results
2
According to the survey results
both groups considered rhinology theory and anatomy learning as a challenge during rhinology internship. A significantly higher proportion of students in the experimental group believed that they gained the greatest achievement in rhinology theory and anatomy learning during internship
as compared with the control group (33/38 vs. 12/19
P
=0.039). The theoretical score for nasal anatomy-related assessment was significantly higher in the experimental group than in the control group [(19.0±1.3) vs. (18.1±1.3)
P
=0.024
]
.
Conclusions
2
The use of the immersive virtual reality system for nasal anatomy in otolaryngology teaching can promote eight-year program medical students' interest in learning and improve teaching effectiveness.
关键词
虚拟现实耳鼻喉科八年制鼻部解剖
Keywords
Virtual realityOtolaryngologyEight-year programNasal anatomy
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