数字化技术在正颌外科及创伤外科临床教学中的应用

Application of digital technology in teaching orthognathic and traumatic surgery

目的:探讨数字化技术在创伤外科和正颌外科教学中的应用价值。方法 :选择中国医科大学2009级口腔医学本科生62名,其中男生24名,女生38名,采用分层随机原则分成实验组和对照组,每组男生12名,女生19名。对照组结合多媒体幻灯片,采用传统教学方法讲授课本内容;实验组采用数字化技术结合具体病例进行讲授、实际操作。2个学时授课结束后,针对课堂指出的教学重点内容进行测试,同时对每组学生的学习兴趣进行自我评价。采用SPSS17.0软件包对实验组和对照组的分数进行t检验。结果 :实验组考试分数为73.29±8.75分,对照组为67.29±8.96分;实验组学习兴趣评分为8.33±0.80分,对照组为6.33±1.13分,2组在测试成绩和自我评价得分中的差异均有显著性(P<0.05)。结论:将数字化技术运用到正颌外科及创伤外科的实践教学中,有助于提高学生的学习兴趣,加强对重点知识的掌握,值得在教学中推广应用。

PURPOSE： To study the value of digital technology in teaching orthognathic and trauma surgery. METHODS： Sixty-two dental undergraduates collected from China Medical University in 2009 were divided into two groups： control group and experimental group according to stratified cluster sampling （each group had 12 males and 19 females）. Students in the control group were given lessons by means of traditional teaching method using multimedia slides, while students in the experimental group were given lessons combined with operation via digital software. Examination was organized for key content of teaching after class and students were asked to conduct self-evaluation of learning. SPSS17.0 software package was used for statistical analysis. RESULTS： The difference of exam scores and self- evaluation scores between the control group and experimental group was statistically significant. Exam score of the experimental group and the control group was 73.29±8.75 and 67.29±8.96, respectively （P〈0.05）; self-evaluation score of the experimental group and the control group was 8.33±0.80 and 6.33±1.13, respectively （P〈0.05）. CONCLUSIONS： Application of digital technology in teaching orthognathic surgery and traumatic surgery was helpful to improve students＇ learning interest and strengthen their clinical knowledge, which is worthy of wide application.