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| 3D打印结合VR技术在经皮椎弓根穿刺教学中的应用效果 |
| The application effect of 3D printing combined virtual reality(VR) technology in teaching of percutaneous pedicle puncture |
| 投稿时间：2020-12-21 |
| DOI：10.3969/j.issn.1000-0399.2021.06.025 |
| 中文关键词: 3D打印 虚拟现实技术 经皮椎弓根穿刺 教学 |
| 英文关键词: 3D printing VR technology Percutaneous pedicle puncture Teaching |
| 基金项目:蚌埠医学院2020年校级质量工程重点项目（项目编号：2020fyjyxm06），蚌埠医学院数字骨科技术研发与应用创新团队项目（项目编号：BYKC201911），安徽省重点研究和开发计划项目（项目编号：1804h08020247） |
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| 中文摘要: |
| 目的 探讨3D打印结合虚拟现实（VR）技术在经皮椎弓根穿刺教学中的应用效果方法 选取2020年5~10月蚌埠医学院第二附属医院骨科收治的老年骨质疏松性胸腰椎压缩性骨折并接受经皮穿刺椎体成形手术治疗的患者10例，对其影像通过Mimics17.0软件行三维重建，打印骨折椎体3D模型并构建虚拟模型。同期选取蚌埠医学院第二附属医院骨科实习的临床医学专业5年制本科学生60名，采用随机数字表法，分为对照组与试验组，每组30名。对照组采用查体结合影像学资料及幻灯片传统教学模式，讲解骨折特点、经皮椎弓根穿刺入针点、穿刺路径等教学内容。试验组在对照组教学内容的基础上，采用3D打印模型结合"经皮椎弓根穿刺VR教学模拟系统"辅助教学。课后通过主观问卷及客观考核判断教学效果结果 试验组理解能力、课程参与度、学习效率和自学能力主观评估得分分别为（8.50±0.91）、（8.51±0.72）、（8.20±1.02）和（8.02±0.91）分，均高于对照组，差异均有统计学意义（P<0.05）。试验组专业理论知识和临床实践技能操作客观考核得分分别为（95.23±1.62）和（96.58±0.85）分，均高于对照组，差异均有统计学意义（P<0.05）。试验组对教学模式的满意度为100％，高于对照组，差异有统计学意义（P<0.05）结论 3D打印结合VR技术可以提高学生的理解能力、课程参与度、学习效率和自学能力，强化理论知识，提升临床实践技能，具有更好的教学满意度。 |
| 英文摘要: |
| Objective To explore the application effect of 3D printing combined VR technique in the teaching of percutaneous pedicle puncture. Methods Ten elderly patients with osteoporotic thoracolumbar compression fracture treated by percutaneous vertebroplasty admitted to the Department of Orthopaedics, the Second Affiliated Hospital of Bengbu Medical College from May to October 2020 were enrolled. Fracture vertebral body 3D model was printed and virtual model constructed. At the same time,60 undergraduate students of 5-year specialty of clinical medicine were selected from the Department of Orthopaedics in the Second Affiliated Hospital of Bengbu Medical College and were randomly divided into control group and experimental group, with 30 students in each group. The control group used physical examination combined with imaging data and PPT to explain the characteristics of fracture, percutaneous pedicle puncture into the needle point, puncture path and other teaching content.On this basis, the experimental group used 3D printing model and "VR teaching simulation system of percutaneous pedicle puncture" to assist teaching. After class, the teaching effect was judged by subjective questionnaire and objective examination. Results The subjective assessment scores of understanding ability, course participation, learning efficiency and self-study ability in experimental group was (8.50±0.91),(8.51±0.72),(8.20±1.02) and (8.02±0.91), respectively, which was higher than that in control group respectively (P<0.05).The objective assessment score of professional theoretical knowledge and clinical practice skills in experimental group was (95.23±1.62) and (96.58±0.85) respectively, which was higher than that in control group(P<0.05).The satisfaction of experimental group to the teaching mode was 100%, which was higher than that of control group, and the difference was statistically significant (P<0.05).Conclusions The combination of 3D printing and VR technology can improve students' understanding ability, curriculum participation, learning efficiency and self-study ability, strengthen theoretical knowledge, improve clinical practice skills, and have better teaching satisfaction. |
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