智慧教学联合虚拟现实技术在泌尿外科临床教学中的应用

Application of Smart Teaching Combined with Virtual Reality Technology in Clinical Teaching of Urology

目的 探讨智慧教学联合虚拟现实技术在泌尿外科临床教学中的应用效果,为临床教学模式的转变提供参考方案。方法 选取2021年3月1日-2021年10月31日在某院泌尿外科实习的96名同学随机分为实验组和对照组,每组48人,实验组采用智慧教学联合虚拟现实技术教学模式,对照组行常规临床教学。综合考核学生的理论和技能操作、学习能力及满意度。结果 通过比较实验组与对照组学生的理论考核成绩(87.60±3.79 vs 85.31±3.83分)、技能操作考核成绩(88.84±4.37 vs 86.77±4.20分)、临床思维能力评分(89.60±4.55 vs 85.40±3.82分)、团队合作能力评分(89.73±4.55 vs 87.79±4.60分)以及学习兴趣调动评分(89.85±4.59vs87.29±4.23分),结果发现实验组学生在上述考核和评价中明显优于对照组学生(P<0.05),但两组学生在病历书写考核成绩(88.29±4.61 vs 87.46±4.67分)、课堂表现考核成绩(89.92±4.39vs89.10±4.63分)和自主学习能力评分(88.83±4.67vs87.23±4.43分)中无明显差异(P>0.05)。结论 智慧教学联合虚拟现实技术在泌尿外科临床教学中具有独特优势,显著提升临床教学效果,并激发学生的学习兴趣和培养他们的临床思维能力。

Objectives This study aims to explore the application effect of smart teaching combined with virtual reality technology in the clinical teaching of urology, so as to provide a reference plan for the transformation of clinical teaching mode.Methods A total of 96 students who practiced in the Urology Department of a hospital from March 1,2021 to October 31, 2021 were randomly divided into an experimental group and a control group, with 48 students in each group. The experimental group adopted the teaching mode of smart teaching combined with virtual reality technology, while the control group received routine clinical teaching.A comprehensive assessment of students’ theory and skill operation, learning ability, and satisfaction was performed.Results By comparing the theoretical scores(87.60±3.79 vs 85.31±3.83), the skill operation scores(88.84±4.37 vs 86.77±4.20), the clinical thinking ability scores(89.60±4.55 vs 85.40±3.82), the scores of team cooperation ability(89.73±4.55 vs 87.79±4.60) and learning interest mobilization(89.85±4.59 vs 87.29±4.23), the results showed that the students in the experimental group were significantly better than the students in the control group in the above assessment and evaluation(P<0.05). However, there were no significant differences between the two groups in the scores of medical record writing(88.29±4.61 vs 87.46±4.67), classroom performance(89.92±4.39 vs 89.10±4.63), and autonomous learning ability(88.83±4.67 vs 87.23±4.43)(P>0.05). Conclusions Smart teaching combined with virtual reality technology has unique advantages in the clinical teaching of urology, which can significantly improve the clinical teaching effect, stimulate students’ interest in learning and cultivate their clinical thinking ability.