| 闫凤杰,张丽媛.沉浸式体验实践教学在口腔正畸生物力学实操训练中的应用与评价[J].口腔材料器械杂志,2023,32(4):285-289. |
| 沉浸式体验实践教学在口腔正畸生物力学实操训练中的应用与评价 |
| The application and evaluation of practice teaching based on immersive experience in orthodontic biomechanics |
| 投稿时间：2022-07-15 修订日期：2023-03-21 |
| DOI：10.11752/j.kqcl.2023.04.11 |
| 中文关键词: 沉浸式体验 临床实践教学 生物力学 口腔正畸 |
| 英文关键词:Immersive experience Clinical practice teaching Biomechanics Orthodontics |
| 基金项目:中华医学会医学教育分会重点项目（2018A-N15007）；内蒙古教育厅高等教育研究项目（NGJGH2019242）；内蒙古医科大学高等教育改革研究项目（NYJXGG2019158） |
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| 中文摘要: |
| 目的 探讨沉浸式体验实践教学对口腔正畸生物力学临床前实训目标达成度的影响。方法 随机选取内蒙古医科大学口腔医学院本科生40人，随机分为实验组和对照组，每组20名学生，实验组借助虚拟实验系统、对照组使用传统教学方式，同时进行专题实践教学与考核，采用独立样本t检验，比较两组学生的考核成绩，对该虚拟实验系统的应用效果进行评价；实践教学2周后，对实验组样本进行心流体验问卷调查，包含控制感、沉浸感、愉悦感、专注度等方面。结果 对虚拟实验系统的应用效果评价显示：实验组测试成绩高于对照组，记忆、理解、应用三个维度测试分数分别提升2.04、8.42和6.41，差异具有统计学意义（P<0.05）。心流体验问卷调查显示：90%以上的同学都喜欢虚拟实验系统的真实体验，并且表示专注度明显优于传统实践教学。结论 沉浸式体验实践教学模式对学生抽象概念的理解及临床经验的获得具有积极影响，值得进一步推广使用。 |
| 英文摘要: |
| Objective To explore the influence of immersive experiential teaching on the achievement degree to the objective of orthodontic biomechanics pre-clinical training.Methods A total of 40 undergraduates from the Stomatology College of Inner Mongolia Medical University were randomly selected. They were randomly divided into the experimental group and the control group, each group had 20 students. The experimental group used the virtual experiment system, and the control group used the traditional teaching method. The practical teaching and assessment of the subject were conducted at the same time. The independent sample t-test was used to compare the test scores for the two groups of students, and the application effect of the virtual experiment system was evaluated. After two weeks of practical teaching, a flow experience questionnaire was conducted for the experimental group, including the sense of control, immersion, pleasure, focus and other aspects.Results The evaluation of the application effect of the virtual experimental system showed that the test results of the experimental group were higher than those of the control group, and the difference was statistically significant(P<0.05). According to the flow experience questionnaire, the experimental group experienced a good state of being fully engaged in learning.Conclusion The immersive experiential practice teaching mode has a positive influence on students' understanding of abstract concepts and the acquisition of clinical experience, which is worthy of further promotion and application. |
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