Zhongguo cuzhong zazhi (May 2023)
以问题为基础的教学联合虚拟现实技术在卒中后睡眠障碍临床教学中的应用 Application of Problem-based Learning Combined with Virtual Reality Technology in Clinical Teaching of Post-stroke Sleep Disorder
Abstract
目的 将以问题为基础的教学（problem-based learning，PBL）模式联合虚拟现实技术（virtual reality，VR）引入神经病学理论及实习教学，探究其对卒中后睡眠障碍临床教学质量的改善作用。 方法 纳入2022年9月—2023年1月在吉林大学第一医院神经内科进行学习的70名研究生，随机分为对照组和试验组，每组各35人，对照组采用PBL教学模式，试验组采用PBL联合VR教学模式，教学内容为卒中后睡眠障碍的解剖学基础。课程结束后，对两组学生进行试卷考核和问卷调查，比较两组学生试卷考核成绩及问卷调查结果。 结果 试验组学生基础理论成绩[（46.03±1.76）分 vs.（43.69±1.91）分]、病例分析成绩[（42.11±2.19）分 vs.（39.57±2.56）分]及总成绩[（88.14±2.55）分 vs.（83.26±3.55）分]均高于对照组，差异有统计学意义（P＜0.001）。试验组学生对于本次课程在激发学习积极性[（2.63±0.49）分 vs.（2.11±0.47）分]、提高学习效率[（2.57±0.50）分 vs.（1.97±0.57）分]、提高自学能力[（2.54±0.51）分 vs.（2.00±0.42）分]、培养临床思维 [（2.51±0.51）分 vs.（1.94±0.42）分] 的作用评价均高于对照组，差异有统计学意义（P＜0.001）。 结论 PBL联合VR教学模式引入神经病学临床教学可提高卒中后睡眠障碍临床教育的教学质量。 Abstract: Objective To explore the effect of problem-based learning (PBL) combined with virtual reality (VR) into neurology clinical teaching on post-stroke sleep disorder. Methods A total of 70 postgraduates who underwent training in the Department of Neurology of the First Hospital of Jilin University from September 2022 to January 2023 were included and randomly divided into the experimental group and the control group, 35 in each group. The control group adopted PBL teaching method, and the experimental group adopted PBL combined with VR teaching method. The teaching content was about the anatomical basis of post-stroke sleep disorder. After the course, two groups were assessed with test papers and questionnaires, and the assessment results were compared. Results Students in the experimental group had higher scores in basic theory (46.03±1.76 vs. 43.69±1.91), case analysis (42.11±2.19 vs. 39.57±2.56) and total score (88.14±2.55 vs. 83.26±3.55)than the control group, and the difference was statistically significant (P<0.001); students in the experimental group had higher evaluations on the role of this course in stimulating motivation (2.63±0.49 vs. 2.11±0.47), improving learning efficiency (2.57±0.50 vs. 1.97±0.57), improving self-learning ability (2.54±0.51 vs. 2.00±0.42) and cultivating clinical thinking (2.51±0.51 vs. 1.94±0.42) than the control group, and the difference was statistically significant (P<0.001). Conclusions Application of PBL combined with VR in neurology clinical teaching improves effectiveness of teaching on clinical education of post-stroke sleep disorder.
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