3D打印技术在复杂创伤骨科教学中的应用

Application of 3D printing technology in the teaching of complex traumatic orthopedics

目的将3D打印技术应用于复杂骨折临床教学中,探究教学效果。方法选取本科五年级80名实习生,对每个学生编号,再通过计算机随机赋值,再将计算机赋得值按升序列排序,前40名为对照组,后40名为实验组。采用3D打印技术根据患者的影像学资料打印出复杂骨折模型,采用数字化真实地再现骨折的分型,以及预采用的骨折复位方式,对试验组40名实习生进行临床教学;对照组40名学生则采用传统的仔细分析患者病史、影像学资料结合临床解剖的教学方法进行临床教学。结果骨折的理解程度实验组(8.75±0.57)、对照组(7.65±0.74),术前术后骨折一致性判断实验组(8.31±0.47)、对照组(6.48±0.58),骨折类型表述实验组(85.56±0.54)、对照组(6.13±0.54),操作能力成绩实验组(87.56±0.43)、对照组(78.47±0.34);试验组学员对均高于对照组,差异均有统计学意义(P<0.05);两组专业兴趣以及理论考试成绩差异无统计学意义。结论 3D打印技术对复杂骨折教学有一定的帮助,具有较好的临床教学应用前景。

Objective To explore the effects of applying 3D printing technology in the clinical teaching of complex fractures. Methods A total of 80 undergraduate intern students in Grade 5 were selected. The number of each student was randomly assigned by computer, then put them in a sequence in ascending order. The first 40 students were in the control group and the others were in the experimental group. The 3D printing technology was used to print out the complex fracture model based on patients＇ imaging data in the experimental group, which would digitally reproduce the type of fracture and possible fracture reduction method; The traditional teaching method of careful analysis of patients＇ traumatic history and imaging data combined with clinical anatomy was used in the control group. Results The understanding scores of the experimental group and control group were （ 8.75 ± 0.57 ） and （ 7.65 ± 0.74 ）, The judgment scores of preoperative and postoperative fracture consistency of the experimental group and control group were （ 8.31 ± 0.47 ） and （ 6.48 ± 0.58 ）. The representation scores of fracture type of the experimental group and control group were （ 85.56 ±0.54 ） and （ 6.13 ± 0.54 ）. The operation ability scores of the experimental group and control group were （ 87.56 ± 0.43 ） and （ 78.47 ±0.34 ）. The students in the experimental group had better performance in the above areas. The experimental group＇s scores were higher than the control group＇s, and the differences were statistically significant （ P 〈 0.05 ）. There were no statistically significant differences in professional interest and theory test score. Conclusions The 3D printing technology has certain help for the complex fracture teaching, with a better application prospect in clinical teaching.