快速成型骨折模型在四肢骨折教学中的应用

Application of rapid prototyping （3D printing） fracture model in the teaching of skeletal fracture

目的评价快速成型骨折模型在四肢骨折教学中的应用效果。方法将第四军医大学2012年正在接受《外科学》教学的临床医学系60名本科学生采用抽签法随机分为A、B2个班，每班30人。A班采用传统方法教学，B班以传统教学为基础，并在快速成型骨折模型上讲解和演示基本解剖知识、骨折发生机制以及周围神经、血管等重要解剖结构的损伤机制。教学结束后即刻进行教学满意度和教学内容综合考核．考核原始成绩录入SPSS17．0软件，采用组间比较t检验对结果进行分析。结果教学结束后的考核成绩显示，A、B班学生对教学满意度的评分和专业考核中骨折机制、损伤机制、临床表现、诊断要点、治疗原则和总分的平均分行组间比较，差异均有统计学意义（均P=-0．000）。结论快速成型骨折模型可激发学生学习的自我能动性，提高其学习的兴趣和效率，其专业考核成绩明显提高。

Objective To evaluate the effect of rapid-prototyping （RP） fracture model in the teaching of extremity fracture. Methods 60 clinical medical undergraduates of the Fourth Military Medical University, who were receiving ＂surgery＂ teaching in 2012, were randomly divided into A and B groups equally by lottery. Undergraduates of Group A were taught by traditional methods while undergraduates of Group B were explained by using RP fracture model about the basic anatomy, fracture mechanism, injury mechanism of important vessels and nerves besides traditional methods. Degree of satisfaction of the undergraduates and examination were applied immediately after class. Original data were imputed into SPSS software （version 17.0） for comparison between the two groups using t-test. Results The difference of the two groups in the degree of satisfaction of the undergraduates, the average score of fracture mechanism, injury mechanism, clinical manifestation, key point of diagnosis, treatment principles and the total score all has statistical significance（P=0.000）. Conclusions Students＇ self-initiative, learning interest and studying efficiency can be inspired by RP fracture models and their professional examination performance has also improved significantly