虚拟现实技术联合案例教学法在肿瘤康复治疗师教学中的应用分析

目的 探讨虚拟现实技术联合案例教学法在肿瘤康复治疗师教学中的应用效果.方法 选取2018年1—12月在华中科技大学同济医学院附属同济医院肿瘤科和康复医学科接受肿瘤康复培训的48名康复治疗师为对象,根据随机数字表法分为试验组(24例)和对照组(24例),试验组采用虚拟现实技术联合案例教学法进行教学,对照组采用传统讲授式教学.课程结束后,对两组学员进行理论考核和操作考核、问卷调查教学满意度,综合评价虚拟现实技术联合案例教学法在肿瘤临床康复治疗师教学中的应用效果.结果 试验组康复治疗师的理论考核成绩和操作考核成绩明显高于对照组试验组理论基础知识(82.48±6.98)分,操作考核如运动治疗(16.62±2.89)分等](P<0.05).同时,试验组在教学满意度多维度调查评估表各项评分均明显高于对照组试验组兴趣吸引力(4.28±0.62)分、理解记忆力(4.14±0.66)分、沟通能力培养(4.09±0.60)分等](P<0.05).结论 虚拟现实技术联合案例教学法在肿瘤康复治疗师教学中的应用能提升教学质量和教学满意度,培养全面的理论基础知识、操作实践能力和沟通能力.

Application of virtual reality technology and case-based learning in teaching of oncology rehabilitation therapist

Objective To explore the application effect of virtual reality technology in combination with case-based learning in teaching of oncology rehabilitation therapist.Methods A total of 48 rehabilitation therapists trained in Oncology and RehabilitationDepartments of Tongji Hospital of Tongji Medical College, Huazhong University of Science and Technology from January 2018 to December 2018 were assigned into the experimental group (24 cases) and the control group (24 cases) using method of random number table. Virtual reality technology combined with case-based learning was adopted in the experimental group, while traditional teachingmethod was adopted in the control group. We carried out theory and practice tests, and a questionnaire survey of satisfaction of teachingamong the trainees to evaluate comprehensively the teaching effect of virtual reality technology and case-based learning.Results Compared with the control group, the scores of the trainees'' theoretical and practical score in the experimental group were significantly higher In the experimental group, the average score of professional theory knowledge was (82.48±6.98), the score of practice test such as exercise therapy was (16.62±2.89)] (P<0.05). Besides, the respective scores of the multidimensional questionnaire survey on teaching satisfaction in the experimental group were significantly higher than those of the control group In the experimental group, the scores of interest attraction, understanding memory and cultivation of communication competence were (4.28±0.62), (4.14±0.66), and (4.09±0.60),respectively](P<0.05).Conclusion The application of virtual reality technology and case-based learning in teaching of oncology rehabilitation therapists contribute to improving teaching quality and teaching satisfaction, and developing comprehensive theoretical knowledge, practical skills and communication skills.