论文部分内容阅读
目的:研究生物塑化技术在眼眶解剖教学中的应用。方法:选择2018年9月至10月学习眼科学课程的大连医科大学2015级五年制临床医学专业216名学生和2016年9月至2018年9月在大连医科大学附属第二医院眼科进行住院医师规范化培训的52名住院医师为研究对象，将学生和住院医师分为试验组和对照组。试验组采用生物塑化标本教学，对照组采用普通标本教学。教学结束后对两组进行考核，同时采用自制问卷调查教学效果。结果:学生中试验组眼眶解剖考试成绩为(79.68±8.84)分，对照组为(62.28±12.64)分；住院医师中试验组眼眶解剖考试成绩为(81.25±4.27)分，对照组为(71.50±7.07)分，差异均具有统计学意义(均n P<0.01)。学生中试验组教学效果的评分为(89.19±5.60)分，对照组为(71.48±5.60)分；住院医师中中试验组教学效果的评分为(94.82±2.95)分，对照组为(80.13±5.80)分，差异均具有统计学意义(均n P<0.01)。n 结论:相对于普通标本，生物塑化标本能够让学生和住院医师更加直观地理解复杂的眼眶解剖结构，从而提高眼眶解剖教学效果。“,”Objective:To evaluate the application of plastination technique in orbital anatomy teaching.Methods:Totally 216 students in 2015 grade of five-year clinical medicine who received a orbital anatomy in ophthalmology course from September 2018 to October 2018 and 52 trainees who received standardized training from September 2016 to September 2018 were divided into experimental group and control group randomly. The experimental group adopted plastination specimen, and the control group adopted ordinary specimen. Two groups of students and trainees were assessed at the end of the course. A self-cognition questionnaire was used to investigate the evaluation of the course.Results:The score of the students in the experimental group were (79.68±8.84), higher than those in the control group (62.28±12.64). The score of the trainees in the experimental group were (81.25±4.27), higher than those in the control group (71.50±7.07), and the differences were statistically significant(all n P<0.01). The course evaluation of the students in the experimental group were (89.19±5.60), higher than those in the control group (71.48±5.60). The course evaluation of the trainees in the experimental group were (94.82±2.95), higher than those in the control group (80.13±5.80), and the differences were statistically significant(alln P<0.01).n Conclusions:Compared with conventional specimens, plastination sheets can show the anatomy intuitively, which propel the development of orbital anatomy teaching.