三维动画教学软件结合CBL在腹股沟疝教学中的应用

Application of animation educational software combined with CBL in inguinal hernia teaching

目的探讨三维动画教学软件结合以病例为基础的学习（ease based learning，CBL）在腹股沟疝临床教学中的应用和效果。方法选取北京大学人民医院2008级临床医学八年制进入外科临床见习的30名学生为研究对象。随机分为教学软件结合CBL组（15人）和传统教学组（15人）。教学软件结合CBL组采用三维动画教学软件为学生模拟腹股沟疝的解剖生理、发病机制、临床表现、诊断治疗的全过程，通过典型病例设置问题，以教师指导下的病例讨论开展学习。传统教学组采用教师讲授为主的理论授课、教学查房以及观摩手术。学习结束后对两组学生的理论知识和临床操作技能进行考核。以调查问卷了解教学软件结合CBL组学生对该教学方法的评价，采用t检验对数据进行统计学分析。结果教学软件结合CBL组学生的理论考试成绩为（94．80±1．54）分，优于传统教学组的（86．10±1．86）分，两组比较差异有统计学意义（t=8．242，P=0．000）。教学软件结合CBL组学生的临床技能考核成绩为（91．10±1．01）分，优于传统教学组的（85．90±2．17）分，两组比较差异有统计学意义（t=8．531，P=0．000）。问卷调查结果显示，教学软件结合CBL组80．oo％以上学生认为该教学法能调动学习积极性、促进知识的掌握和应用、增强自学能力、培养临床思维和提高学习效率。结论三维动画教学软件结合CBL有助于提高教学质量。

Objective To explore the application and effect of three-dimensional animation teaching software combined with case based learning（CBL） in inguinal hernia clinical teaching. Methods Totally 30 eight-year program students of Grade 2008 of Peking University People＇s Hos- pital were randomly divided into the teaching software combined with the CBL group（n=15） and tradi- tional teaching group（n=15）. Three-dimensional animation teaching software was used to simulate the whole process of inguinal hernia anatomy and physiology, pathogenesis, clinical manifestations, diag- nosis and treatment in teaching software combined with CBL group. CBL teaching was conducted by setting problems through typical case and case discussion under the guidance of the teacher. The teacher-centered teaching, teaching rounds and watching operation were used in the traditional teaching group. Theory examination and physical examination were given at the end of the study and achieve- ment differences were compared between 2 groups. Questionnaire was used to investigate students＇ evaluation of the teaching method in teaching software combined with the CBL group and data were statistically described using t test. Results Theoretical exam score of the teaching software combined with the CBL group was （94.80 ± 1.54）, superior to the traditional teaching group（86.10 ± 1.86）, and the difference was statistically significant（t=8.242, P=0.000）. Clinical skill test score of the teaching software combined with the CBL group was （91.10± 1.01）, superior to the traditional teaching group （85.90± 2.17）, and the difference was statistically significant（t=8.531, P=0.000）. The survey result showed that more than 80.00% students thought that this teaching method could arouse students＇ learning enthusiasm, promote their mastery and application of knowledge, strengthen their self-study ability, cultivating their clinical thinking and improving their learning efficiency. Conclusion The teaching method of three dimensional animation teaching software combined with CBL, as a new teaching mode, helps to improve the quality of teaching.