摘要
目的本研究通过在放射肿瘤学本科教学中应用放射治疗培训虚拟环境,并与传统的教学方法进行比较,观察放射治疗培训虚拟环境教学模式在放射肿瘤学本科教学工作中的效果。方法选择徐州医科大学附属临床学院2020年7月—2021年6月的67名放射医学专业学生作为研究对象,根据教学方法的不同分为放射治疗培训虚拟环境组(n=32)及传统教学组(n=35)。传统教学组采用传统授课方法,放射治疗培训虚拟环境组采用案例教学方法进行授课。教学结束后比较2组学生对知识掌握程度、自主学习能力、学习兴趣、学习效率、课程难易度、课程参与度、教学满意度、课堂气氛以及教学节奏的自我评价,并评价理论考试,病理分析考试和靶区勾画考试成绩。结果放射治疗培训虚拟环境组的理论考试成绩[(73.26±5.28)分]、病例分析考试成绩[(82.36±6.33)分]和靶区勾画考试成绩[(75.28±4.24)分]高于传统教学组[(70.29±4.93)分、(79.22±6.32)分、(67.23±5.35)分],差异均有统计学意义(P<0.05)。放射治疗培训虚拟环境组和传统教学组医学生的自主学习能力、课程难易度得分差异无统计学意义(P>0.05),放射治疗培训虚拟环境组学生知识掌握程度、学习兴趣、学习效率、课程参与度、教学满意度、课堂气氛以及教学节奏得分高于传统教学组,差异均有统计学意义(P<0.05)。结论在放射肿瘤学本科教学过程中,放射治疗培训虚拟环境在放疗肿瘤学教学效果好于传统教学,放射治疗培训虚拟环境组医学生的满意度较高,学习积极性较强。
Objective To observe the effect of virtual environment for radiotherapy training teaching mode in radiation oncology undergraduate teaching work by applying virtual environment for radiotherapy training in radiation oncology undergraduate teaching and comparing it with the traditional teaching method.Methods A total of 67 radiology students from the Affiliated Clinical College of Xuzhou Medical University from July 2020 to June 2021 were selected as the study subjects and divided into virtual environment for radiotherapy training group(n=32)and traditional teaching method group(n=35)according to the different teaching methods.The traditional teaching method group was taught by traditional lecture method and the virtual environment for radiotherapy training group was taught by case teaching method.After the teaching,the students'self-evaluation of knowledge acquisition,independent learning ability,learning interest,learning efficiency,course difficulty,course participation,teaching satisfaction,classroom atmosphere and teaching pace were compared between the two groups,and the results of theory exam,pathology analysis exam and target area sketching exam were evaluated.Results The theoretical test scores[(73.26±5.28)points],case analysis test scores[(82.36±6.33)points]and target mapping test scores[(75.28±4.24)points]of the virtual environment for radiotherapy training group were higher than those of the traditional teaching group[(70.29±4.93)points,(79.22±6.32)points,(67.23±5.35)points],the differences were statistically significant(P<0.05).There were no significant differences in the independent learning ability between the virtual environment group and the traditional teaching group(P>0.05).The scores of knowledge proficiency,learning interest,learning efficiency,course participation,teaching satisfaction,classroom atmosphere and teaching rhythm of the virtual environment group were higher than those of the traditional teaching group,and the differences were statistically significant(P<0.05).Conclusion In the course of undergraduate radiation oncology teaching,virtual environment for radiotherapy training in radiation oncology was more effective than traditional teaching,and medical students in the virtual environment for radiotherapy training group were more satisfied and more motivated to learn.
作者
胡翔
周云
温翠侠
HU Xiang;ZHOU Yun;WEN Cuixia(Department of Radiotherapy,Xuzhou Central Hospital,Xuzhou Jiangsu 221000,China)
出处
《中国继续医学教育》
2024年第3期105-110,共6页
China Continuing Medical Education
基金
2020年度江苏省妇幼健康科研项目(F202035)。
关键词
放射治疗培训虚拟环境
放射肿瘤学
案例教学
3D投影系统
放射治疗
医学教育
radiation therapy training virtual environment
radiation oncology
teaching
case teaching
3D projection system
radiation therapy
medical education
