三维数字化重建及打印技术在骨科临床教学中的应用

Application of three-dimensional digital reconstruction and printing technology in the clinical teaching of complex orthopedics

目的探究三维数字化重建及打印技术技术应用于复杂骨科教学中的效果。方法选取2016年9月至2017年9月在内蒙古医科大学第二附属医院实习的90名医学生作为对象,按照不同教学方式分为对照组(45人)与实验组(45人)。前者行传统教学;后者利用利用三维数字化重建及打印技术技术打印出患者复杂骨折模型,经数字化再现骨折分型,通过骨折模型制定科学手术方案,并对手术固定方式进行模拟。考试分为临床技能考核与笔试两部分,均依照考试大纲要求制定;自我认知能力评分,包括专业兴趣、骨折理解程度等;实习医学生满意度,采取自制问卷调查。组间数据比较采用t检验。结果实验组操作技能平均成绩为(84.36±0.28)分、理论知识为(87.55±0.44)分,均高于对照组且差异有统计学意义(P<0.05);实验组专业兴趣等自我认知能力评分均较对照教学组高,差异具有统计学意义(P<0.05);实验组学生对课堂氛围等满意度评分高于对照组评分,差异具有统计学意义(P<0.05)。结论复杂骨科教学过程中采取三维数字化重建及打印技术建立模型,可有效提高实习生操作技能与理论知识水平,提升学生的教学满意度。

Objective To explore the effect of 3d digital reconstruction and printing technology on the teaching of complex orthopedics. Methods A total of 90 interns in the Second Affiliated Hospital of Inner Mongolia Medical University from September 2016 to September 2017 were selected as research subjects. According to the different teaching methods, they were divided into control group (n=45) and experimental group (n=45). The former received traditional teaching;the latter used three-dimensional digital reconstruction and printing technology to print out complex fracture models of patients, digitally reproduced fracture classification, developed scientific surgical plans through fracture models, and simulated surgical fixation methods. Examination was divided into clinical skills and written exam according to exam outline requirements;Self-cognitive ability score included professional interest, fracture understanding, etc. The satisfaction of the medical students in the experimental group was determined using self-made questionnaires. t test was used to compare data between groups. Results Experimental groups' scores for surgical skills (84.36±0.28) and theoretical knowledge (87.55±0.44) were higher than the control group, and the differences were statistically significant (P<0.05). The professional interest of the experimantal group was higher than that of the control group, and the difference was statistically significant (P<0.05). The students' classroom atmosphere was significantly better compared with the control group, and the difference was statistically significant (P<0.05). Conclusion Using 3 d digital reconstruction and printing technology to establish modes in complex orthopedics teaching process can effectively improve interns' surgical skills and theoretical knowledge, and promote student satisfaction.