计算机辅助设计与快速成型技术联合三维有限元分析在骨科临床教学中的实践与探索

  目的  探究计算机辅助设计(CAD)技术及快速成型(RP)技术(简称为CAD-RP技术)联合三维有限元分析在骨科临床教学中的效果与可行性。  方法  将2019—2020学年在蚌埠医学院第一附属医院骨科实习的84名临床医学专业学生按随机数字表法分为观察组与对照组，每组各42人，观察组采取结合CAD-RP技术联合三维有限元分析的PBL教学法，对照组则采取传统PBL教学法。在课程完成后开展结课考试及教学满意度调查。考试方式包括骨科专业理论课内容以及临床实践技能操作，满意度调查包括学习兴趣、知识掌握效率、师生互动交流及教学环境等方面。  结果  专业理论知识:观察组成绩为(35.36±2.40)分；对照组成绩为(33.90±2.55)分。临床实践技能:观察组结业考核成绩为(35.21±2.41)分；对照组结业考核成绩为(33.36±2.84)分。满意度:观察组满意率为78.6%(33/42)；对照组满意率为45.2%(19/42)。观察组较对照组在考试成绩与教学满意度方面均有所提高(均P＜0.05)。  结论  CAD-RP技术联合三维有限元分析在骨科临床教学有重要意义，激发了医学生的学习兴趣，值得推广和采用。 

CAD-RP technique combined with three-dimensional finite element analysis in orthopedics practice and exploration in clinical teaching

  Objective  To explore the effect and feasibility of computer aided design (CAD) and rapid prototyping (RP) technique combined with three-dimensional (3D) finite element analysis in clinical teaching of orthopedics.  Methods  Eighty-four clinical medicine students who were practicing in the Department of Orthopedics in the First Affiliated Hospital of Bengbu Medical College in 2019-2020 were randomly divided into observation group and control group, with 42 students in each group. The observation group adopted the PBL teaching method combined with CAD-RP technology and 3D finite element analysis, while the control group adopted the traditional PBL teaching method. After the completion of the course, the final examination and teaching satisfaction survey carried out. The examination method included the theoretical course content of orthopedics specialty and the operation of clinical practice skills. The satisfaction survey included learning interest, knowledge mastery efficiency, teacher-student interaction and teaching environment.  Results  Professional theoretical knowledge: the average scores of the observation group and the control group were (35.36±2.40) points and (33.90±2.55) points, respectively. Clinical practice skills: the average score of completion examination in the observation group and the control group were (35.21±2.41) points and (33.36±2.84) points, respectively. Satisfaction: the satisfaction rates of the observation group and the control group were 78.6% (33/42) and 45.2% (19/42), respectively. Compared with the control group, the examination scores and teaching satisfaction were improved in the observation group (all P < 0.05).  Conclusion  CAD-RP combined with 3D finite element analysis is of great significance in clinical teaching of orthopedics. It has stimulated the learning interest of medical students and is worth promoting and adopting.