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沙莎,葛君,高兰兰.VR技术在心血管疾病教学中的应用[J].中国医药科学,2022,(20):74-77        基金项目:蚌埠医学院校级质量工程项目(2020fyjyxm33)
VR技术在心血管疾病教学中的应用
Application of VR technology in cardiovascular disease teaching
  
DOI:
中文关键词:  VR技术;心血管疾病;心脏解剖模型;教学方式
英文关键词:VR technology; Cardiovascular disease; Anatomical model of heart; Teaching methods
作者单位
沙莎,葛君,高兰兰 蚌埠医学院第二附属医院心内科,安徽蚌埠 233000 
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中文摘要:
      [摘要] 目的 评价虚拟现实(VR)技术在心血管疾病教学中的效果。 方法 选取2020年12月至2022年3月在蚌埠医学院第二附属医院心内科实习的62名大二本科生为研究对象,按照随机数表法将其分为实验组和对照组,每组各31名,实验组采用VR教学模式,对照组采用传统教学模式。采用课后两组学生的实践能力、理论知识及满意度作为结局指标。 结果 实验组理论得分为(82.13±5.51)分,显著高于对照组的(74.97±5.28)分,差异有统计学意义(P < 0.05)。两组之间实践能力比较也有显著差异,实验组阅片能力、解剖辨识能力、病灶定位能力、疾病诊断能力得分均高于对照组,差异有统计学意义(P < 0.05)。实验组课后满意度为93.55%,高于对照组的70.97%,差异有统计学意义(P < 0.05)。 结论 临床教学中引进VR技术是一种较为新颖的教学方法,可显著提升学生对知识的理解吸收能力,能够弥补传统教学模式的不足,值得在临床教学中推广。
英文摘要:
      [Abstract] Objective To evaluate the effect of virtual reality (VR) technology in cardiovascular disease teaching. Methods A total of 62 sophomores who practiced in the Department of Cardiology of the Second Affiliated Hospital of Bengbu Medical College from December 2020 to March 2022 were selected as the research objects. According to the random number table method, they were divided into the experimental group and the control group, with 31 students in each group. VR teaching mode was adopted in the experimental group and traditional teaching mode was adopted in the control group. The practical ability, theoretical knowledge and satisfaction of the two groups of students after class were used as the outcome indicators. Results The theoretical score of the experimental group was (82.13±5.51), which was significantly higher than that of the control group (74.97±5.28), with statistically significant difference (P < 0.05). There was also a significant difference in practical ability between the two groups. The scores of film reading ability, anatomical discrimination ability, focus localization ability and disease diagnosis ability in the experimental group were higher than those in the control group, with statistically significant difference (P < 0.05). After class satisfaction in the experimental group was 93.55%, higher than 70.97% in the control group, with statistically significant difference (P < 0.05). Conclusion The introduction of VR technology in clinical teaching is a relatively new teaching method, which can significantly improve students’ ability to understand and absorb knowledge, and make up for the shortcomings of traditional teaching mode. It is worthy of promotion in clinical teaching.
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