虚拟现实技术在妇产科学临床技能教学中的应用

Application of Virtual Reality Technology in Clinical Skills Teaching of Obstetrics and Gynecology Department

目的 评估引入虚拟现实技术在妇产科学临床技能教学中的应用效果,为妇产科学临床技能教学改革提供参考。方法 将某院2018级临床医学五年制、5+3制、八年制学生共167人随机分为实验组与对照组,分别采用虚拟现实联合模具教学和单一模具教学方式,通过理论考核、操作技能考核、线上资源观看情况以及问卷调查评估教学效果。结果 实验组线上资源利用情况优于对照组,实验组最终理论成绩、理论成绩改善率、操作考试成绩均高于对照组[(84.73±6.58)分比(79.86±7.77)分、(11.85±4.57)%比(4.10±1.63)%、(85.11±2.47)分比(79.92±2.22)分],实验组教学方式在理论知识深化、操作能力加强、学习兴趣提升、自学能力提升方面均优于对照组,差异均具有统计学意义(P<0.05)。结论 在妇产科学临床技能教学引入虚拟现实技术能够加强学生理论知识与临床技能掌握情况,对培养学习兴趣、自学能力有优势。该模式可在妇产科学临床技能教学中进行推广以进一步提高教学质量和效率。

Objectives To evaluate the effect of introducing virtual reality technology in clinical skills teaching of obstetrics and gynecology, and provide reference for the reform of clinical skills teaching of obstetrics and gynecology. Methods A total of 167 students of five-year, 5+3 and eight-year clinical medicine students of a hospital in 2018 were randomly divided into experimental and control groups, using virtual reality joint mold teaching and single mold teaching respectively, to evaluate the teaching effect through theoretical assessment,operational skills assessment, online resources viewing and questionnaire survey. Results The experimental group had better utilization of online resources than the control group, and the final theoretical scores, the improvement rate of theoretical scores, and operational exam scores of the experimental group were higher than those of the control group [(84.73±6.58) points compared to(79.86±7.77) points,(11.85±4.57)% compared to(4.10±1.63)%,(85.11±2.47) points compared to(79.92±2.22) points ], the experimental group’s teaching method was better than the control group in terms of deepening theoretical knowledge, strengthening operational ability,enhancing learning interest and improving self-learning ability, and all differences were statistically significant(P<0.05). Conclusions The introduction of virtual reality technology in clinical skills teaching of obstetrics and gynecology could strengthen theoretical knowledge and clinical skills mastery of students, and has advantages for cultivating learning interest and self-learning ability. The model could be replicated in clinical skills teaching of obstetrics and gynecology to further improve the quality and efficiency of teaching.