3D数字模型系统辅助CBL教学法在肝胆外科临床教学中的应用

目的  探讨3D数字模型系统辅助以案例为基础的教学法（case-based learning, CBL）在肝胆外科教学中的应用效果。方法  将南华大学附属第一医院2017级五年制临床医学专业的本科实习生分为两组,每组50人,试验组采用3D数字模型系统 + CBL联合教学法,对照组采用传统教学模式,以理论、实践考核成绩及问卷调查的方式进行最终考核。结果  试验组的实践考核成绩高于对照组（P<0.05）,理论考核成绩两组无明显差异（P>0.05）,试验组学生的学习兴趣、学习主动性、临床知识点理解和肝胆解剖辨识均高于对照组（P<0.05）,在教学满意度方面如教学内容、教学趣味性、教学效果、教学形式和学生兴趣调动的得分要优于对照组（P<0.05）;但在教学态度、课前准备、课堂表达、教师素养的得分与传统教学方法差异无统计学意义（P>0.05）。结论  3D数字模型系统辅助CBL教学法应用于肝胆外科学临床教学具有良好的教学效果。

Application of 3D digital system combined with CBL teaching in hepatobiliary surgery department

Objective  To explore the application effect of 3D digital system combined with CBL teaching in hepatobiliary surgery teaching. Methods  The class of 2017 clinical practice students from the First Affiliated Hospital of University of South China were divided into two groups, with 50 students in each group. The experimental group adopted the 3D digital model system + CBL combined teaching mode, while the control group adopted the traditional teaching mode. The final assessment was conducted by theoretical and practical examination results and questionnaire survey. Results   The practical score was higher than the control group in experimental group (P＜0.05), but theoretical score was no significant difference (P>0.05). Learning interest, learning initiative, clinical knowledge understanding and hepatobiliary anatomy identification of the experimental group were all higher than the control group (P<0.05). The scores of teaching satisfaction including teaching content, teaching interest, teaching effect, teaching form and students^, interest mobilization were better than those of the control group (P<0.05). However, there was no significant difference in teaching attitude, teacher accomplishment, pre-class preparation, classroom expression and teacher accomplishment (P>0.05). Conclusion  CBL teaching mode assisted by 3D digital model system has good teaching effect in clinical teaching of hepatobiliary surgery, which is worth popularizing.