Zhongguo cuzhong zazhi (Sep 2022)

虚拟现实技术在神经系统解剖学教学中的应用研究 Application of Virtual Reality Technology in Neuroanatomy Teaching

  • 刘圆，任力杰，王洋，章能华，郑妍，吴小红，胡祎

DOI
https://doi.org/10.3969/j.issn.1673-5765.2022.09.019
Journal volume & issue
Vol. 17, no. 9
pp. 1027 – 1030

Abstract

Read online

目的 探索虚拟现实技术在神经系统解剖学教学过程中的作用。 方法 选择临床专业大学三年级医学生为研究对象，采取分阶段随机对照试验，两个阶段的教学难度不同，但其他的试验设计均相同。试验组学生应用虚拟现实技术进行教学，对照组学生则应用视频及模型等传统方法进行教学，第一阶段试验组26人、对照组30人，第二阶段试验组20人、对照组22人。通过课后成绩评价及调查问卷对两组学生进行比较。 结果 第一阶段试验组学生的平均课后成绩为7.00±1.17分，对照组学生的平均成绩为6.13±1.70分；第二阶段试验组学生的平均成绩为8.10±0.97分，对照组学生的平均成绩为7.14±1.78分。第一阶段、第二阶段试验组学生得分均高于对照组（P<0.05）。调查问卷显示，试验组学生对“使学习变得更有趣”“提高课程的互动性”的评价高于对照组（P<0.05）。 结论 在神经系统解剖学教学过程中引入虚拟现实技术，可提升学生的学习兴趣，提高其学习成绩。 Abstract: Objective To explore the role of virtual reality (VR) technology in neuroanatomy teaching. Methods The junior medical students in clinical medicine major were selected as the subjects. The experiment was conducted in a phased randomized controlled trial. The teaching contents of the two stages were different, but the other experimental designs were all the same. Students in the experiment group were taught using VR technology, while students in the control group were taught using traditional methods such as video and models. In the first stage, there were 26 students in experiment group, 30 students in control group; in the second stage, 20 students in experiment group and 22 students in control group. The two groups were compared and analyzed through the after-class performance and questionnaires. Results In the first stage, the average after-school score was 7.00±1.17 points in experiment group, higher than 6.13±1.70 points in control group; in the second stage, the average score was 8.10±0.97 points in experimental group, higher than 7.14±1.78 points in control group, the above differences had statistical significance (P<0.05). The questionnaires showed that VR teaching made students become more interesting in learning and improved the effective interactions during the teaching course, compared to the control group (P<0.05). Conclusions Using VR technology in neuroanatomy teaching can improve students' academic performance and increase interest in learning.

Keywords