ABSTRACT
Objective:To explore the feasibility and superiority of applying digital orthopedic technology of virtual human reconstruction and 3D printing to CBL teaching of kyphosis for clinical postgraduates.Methods:Thirty postgraduates of professional degree participated in the standardized training of resident doctors in our department were randomized into the experimental group (New CBL teaching mode group) and the control group (traditional teaching mode group) with 15 students in each group, and the two groups were taught differently (the teaching content was two typical cases of kyphosis). Among them, the experimental group adopted the new CBL teaching mode, and successively conducted small class theory teaching, model explanation, group discussion, preoperative design, surgery observation and specific questions and answers, etc. The control group only used the traditional method to teach theory in a large class. The teaching effect of the two groups was evaluated in t test by SPSS 25.0.Results:For the teaching of patients with ankylosing spondylitis and kyphosis, scores of the satisfaction with class interest, mastery of theoretical knowledge and understanding of operation plan in the experimental group were (9.4±0.2), (91.1±3.8), and (91.5±3.5) respectively, and those in the control group were (8.2±0.4), (82.1±3.5) and (83.1±4.7) respectively, with statistical significance ( P<0.05). Conclusion:In the teaching of kyphosis, the CBL teaching mode based on digital orthopedic technology is superior to the traditional teaching mode, which is conducive to improving clinical skills for students.
ABSTRACT
Objective:To explore the application of 3D printing technology combined with CPBL teaching mode in the teaching of master's degree in spine surgery.Methods:42 postgraduates in our department were randomly divided into two groups: experimental group (21) and control group (21). The experimental group used 3D printing technology combined with CPBL teaching mode as teaching techniques. Before class, the teacher would select some typical cases and design related problems. During class, 3D models were used to guide students to think and solve related problems; The control group used traditional teaching mode. Students in the two groups were compared for the theoretical knowledge and operational techniques they have mastered, and the students' satisfaction and recognition towards different teaching modes were obtained through questionnaire survey. Independent sample t-test was performed using SPSS 25.0.Results:The scores of the theoretical knowledge, operational techniques, teaching satisfaction and recognition of postgraduates were (84.7±3.4), (87.1±3.7), (9.7±0.3), (9.3±0.4) in the experimental group, and (79.7±3.3), (80.4 ± 4.0), (8.4±0.7) and (8.3±0.6) in the control group. The difference between the two groups was statistically significant ( P<0.05). Conclusion:The new teaching mode of combining 3D printing technology with CPBL teaching mode is better than the traditional teaching mode, which is worth further promotion and application.