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刘琦,邹忠阳,张钰芳,刘瞻,周浩宇,杨学文.虚拟仿真与实体模型相结合促进口腔颌面外科教学的创新与发展[J].口腔材料器械杂志,2024,33(4):247-252.

虚拟仿真与实体模型相结合促进口腔颌面外科教学的创新与发展

Innovation and development of oral and maxillofacial surgery teaching using a combination of virtual simulation and physical models

投稿时间：2024-05-09 修订日期：2024-09-13

DOI：10.11752/j.kqcl.2024.04.10

中文关键词: 虚拟仿真教学培训系统实体教学模型口腔颌面外科学

英文关键词:Virtual simulation teaching training system Physical teaching model Oral and maxillofacial surgery

基金项目:武汉大学本科教育质量改革建设综合改革项目（2024ZG243）；武汉大学数字课程建设专题项目（2024SZ060）

作者	单位	E-mail
刘琦	口颌系统重建与再生全国重点实验室, 口腔生物医学教育部重点实验室, 口腔医学湖北省重点实验室武汉大学口腔医(学)院正颌与唇腭裂整形外科, 武汉 430070
邹忠阳	口颌系统重建与再生全国重点实验室, 口腔生物医学教育部重点实验室, 口腔医学湖北省重点实验室武汉大学口腔医(学)院正颌与唇腭裂整形外科, 武汉 430070
张钰芳	厦门医学院附属口腔医院口腔颌面外科, 厦门 361008
刘瞻	口颌系统重建与再生全国重点实验室, 口腔生物医学教育部重点实验室, 口腔医学湖北省重点实验室武汉大学口腔医(学)院正颌与唇腭裂整形外科, 武汉 430070
周浩宇	口颌系统重建与再生全国重点实验室, 口腔生物医学教育部重点实验室, 口腔医学湖北省重点实验室武汉大学口腔医(学)院正颌与唇腭裂整形外科, 武汉 430070
杨学文	口颌系统重建与再生全国重点实验室, 口腔生物医学教育部重点实验室, 口腔医学湖北省重点实验室武汉大学口腔医(学)院正颌与唇腭裂整形外科, 武汉 430070	yxw._1962@whu.edu.cn

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中文摘要:

目的探讨虚拟仿真教学培训系统对口腔颌面外科教学的影响以及实体教学模型引入的重要意义。方法在2020级口腔颌面外科专业课实践教学过程中，应用虚拟仿真培训系统和研发的实体教学模型，对使用后的情况进行问卷调查和考试成绩分析，在2017级仅实行传统理论教学及实践教学。将两组学生的考试成绩进行比较。结果采用不同的教学模式后，2020级学生理论考试成绩平均分（90.33分）及优秀率（61.7%）明显高于2017级（87.27分和19.5%），差异有显著性（P<0.001）。问卷调查也显示虚拟仿真培训系统能帮助学生巩固和理解所学的知识；而实体教学模型的引入更直观和全面，利于学生尽早进入临床工作场景。结论在口腔颌面外科教学过程中充分使用虚拟仿真培训系统和实体教学模型能在很大程度上帮助学生克服学习中的难点问题，在学习兴趣被激发的同时提升了学习成绩。

英文摘要:

Objective This study investigated the impact of virtual simulation teaching and training systems on the teaching of oral and maxillofacial surgery, and the the significance of introducing of physical teaching models. Methods The virtual simulation training system and the developed physical teaching model were applied in the process of practical teaching of oral and maxillofacial surgery specialty courses for grade 2020 students, followed by a questionnaire survey and analysis of test scores. The grade 2017 students only received traditional theoretical and practical teaching. The test scores of the two groups of students were compared. Results After the adoption of different teaching models, the average score (90.33 points) and excellence rate (61.7%) of the students' theoretical examination scores in the class of 2020 were significantly higher than those of the class of 2017 (87.27 points and 19.5%), and the difference was significant (P<0.001). The questionnaire survey revealed that the virtual simulation system aided consolidation of learning. The introduction of physical teaching models provided a more intuitive and comprehensive experience, which was beneficial for students to adapt to clinical work scenarios soon. Conclusion Using virtual simulation training systems and physical teaching models in the teaching of oral and maxillofacial surgery can help students greatly overcome challenges in their studies, arouse their interest in learning, and improve their academic performance.

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