摘要
目的:探讨VR虚拟仿真技术结合以案例为基础的学习(CBL)教学法在神经病学教学中的应用效果。方法:选取2022年7月—2024年3月于样本医院进行学习的120名神经病学专业学生作为研究对象,采用随机数表法将其分对照组和观察组,每组各60人。对照组学生接受传统课堂教学方式授课,观察组学生接受VR虚拟仿真技术结合CBL教学法授课,两组学生的教学周期均为1个月。比较两组学生测试成绩、教学效果、学习适应性、批判性思维能力、教学满意度情况。结果:观察组学生的理论成绩、实践成绩均高于对照组,差异均有统计学意义(t=38.723、24.566,P<0.001)。观察组学生教学效果各项目评分均高于对照组,差异均有统计学意义(t=26.961、35.082、30.003、36.378、30.718、47.469、31.964,P<0.001)。教学后,观察组学生大学生学习适应量表各维度评分均高于对照组,差异均有统计学意义(t=11.070、11.958、8.172、9.242、9.614,P<0.001)。教学后,观察组学生中文版批判性思维能力测量表(CTDI-CV)各维度评分均高于对照组,差异均有统计学意义(t=14.664、6.775、11.352、17.106、11.166、9.017、10.320、30.477,P<0.001)。教学后,观察组学生教学满意度各方面评分均高于对照组,差异均有统计学意义(t=33.299、10.726、21.266、17.284、14.846,P<0.001)。结论:在神经病学教学中应用VR虚拟仿真技术结合CBL教学法能够提高学生的测试成绩、教学效果、学习适应性,促进其批判性思维能力的形成,且教学满意度较高。
Objective:To explore the application effect of VR virtual simulation technology combined with CBL teaching method in neurology teaching.Methods:A total of 120 students majoring in neurology from July 2022 to March 2024 were selected for the study.The subjects were divided into two groups according to the random number table method.60 cases in the control group received traditional classroom teaching and 60 cases in the observation group received VR virtual simulation technology combined with CBL teaching method.The teaching cycle of both groups were 1 month.The test scores,teaching effect and teaching satisfaction of the two groups after teaching,the learning adaptability and critical thinking ability of the two groups before and after teaching were compared.Results:The theoretical and practical scores of the students in the observation group were both higher than those in the control group,and the differences were statistically significant(t=38.723,24.566;P<0.001).The scores of each item of teaching effect in the observation group were higher than those in the control group,and the differences were statistically significant(t=26.961,35.082,30.003,36.378,30.718,47.469,31.964;P<0.001).After teaching,the scores of each dimension of the College Students’Learning Adaptation Scale in the observation group were all higher than those in the control group,and the differences were statistically significant(t=11.070,11.958,8.172,9.242,9.614;P<0.001).After teaching,the scores of each dimension of the Chinese version of the Critical Thinking Ability Scale(CTDI-CV)of the students in the observation group were higher than those in the control group,and the differences were statistically significant(t=14.664,6.775,11.352,17.106,11.166,9.017,10.320,30.477;P<0.001).After teaching,the scores of all aspects of teaching satisfaction of the students in the observation group were higher than those in the control group,and the differences were statistically significant(t=33.299,10.726,21.266,17.284,14.846;P<0.001).Conclusion:The application of VR virtual simulation technology combined with CBL teaching method in neurology teaching can improve test scores,teaching effects and learning adaptability,and promote the formation of critical thinking ability.It has high teaching satisfaction.
作者
王华
张小广
李晓晖
Wang Hua;Zhang Xiaoguang;Li Xiaojun(Department of Neurology,The First Affiliated Hospital of Henan University,Kaifeng,Henan,475000,China)
出处
《黑龙江医学》
2025年第16期1999-2002,共4页
Heilongjiang Medical Journal
基金
河南省医学教育研究项目(Wjlx2022126)。
作者简介
王华,硕士研究生,副主任医师,研究方向:认知障碍的基础与临床研究;通信作者:张小广,E-mail:zxg13523781771@163.com。
