3D打印颌骨技术在口腔颌面外科临床教学中的应用效果评价(1)
[摘要]目的：探讨3D打印颌骨技术在口腔颌面外科临床教学中的应用。方法：对2013年-2017年在解放军总医院口腔颌面外科轮转的40名住院规陪医师，随机分为两组，个体化3D打印技术教学方法(3D组)采用3D打印技术制作颌骨模型进行教学，传统教学方法(传统组)采用传统教学方法，完成临床带教任务后，采用同一标准对所有住院规陪医师进行客观考核和主观评估，采用SPSS 20.0统计学分析软件对数据进行分析，以评估教学效果。结果：两组住院规陪医师在传统考试(理论)方法比较中，3D组更有优势，差异有统计学意义(P<0.05);在教学效果评价方面，相对于传统组，3D组的住院规陪医师更认同3D打印模型的教学模式，可显著提高教学内容和学习能力，两两比较差异均有统计学意义(P<0.05)。结论：3D打印颌骨技术用于口腔颌面外科临床教学中效果显著，有利于口腔颌面外科住院规陪医师的培养，具有良好的应用前景。
[关键词]3D打印技术;口腔颌面外科;医学教育;规范化培训;临床教学
[中图分类号]G424 [文献标志码]A [文章编号]1008-6455(2020)03-0143-03
Abstract： Objective To evaluate the application of 3D printing jaw bone technology in oral and maxillofacial surgery clinical teaching. Methods From 2013 to 2017， forty residents were randomly divided into two groups. The 3D group used 3D printing technology to make jaw model for teaching， while the traditional group used traditional teaching methods. After completing the task of clinical teaching， objective assessment and subjective assessment were carried out for all residents with the same standard. SPSS 20.0 statistical analysis software was used to analyze the data to evaluate the teaching effect. Results In the comparison of traditional examination (Theory) methods， 3D group has more advantages， and the difference was statistically significant(P<0.05). In terms of teaching effect evaluation， compared with the traditional group， the residents in 3D group agree with the teaching mode of 3D printing model， which can significantly improve the teaching content and learning ability. there was a significant difference between the two groups(P<0.05). Conclusion 3D printing technology was conductive to oral and maxillofacial surgery clinical teaching， and had a good application prospect.
Key words： 3D printing technique; maxillofacial surgery; medical education; standardized training; clinical teaching
3D打印技術于20世纪80年代诞生于美国，目前在市场上应用领域非常广泛，尤其是在建筑业、国防、工业、医学等领域发展最快[1-2]。在口腔颌面外科，常根据不同患者的CT、MRI等基础成像数据，打印出个体化的替代材料，以满足患者的特殊需求假体。在临床上，与传统标准化的植入物相比，个体化3D植入物与个体匹配度更高;在教学上，个体化3D打印技术的模型形象逼真、立体化结构，使得学生更容易掌握疾病的解剖特点及加深对疾病的序贯诊治过程。笔者科室将3D打印颌骨技术于2013年-2017年应用于口腔颌面外科部分疾病的个体化临床教学中，效果颇佳，现具体报道如下。
1 资料和方法
1.1 研究对象与分组：选取2013年9月-2017年9月在解放军总医院口腔颌面外科轮转的口腔专业住院规陪医师40名，将其随机分为两组，传统教学方法(传统组)与个体化3D打印技术教学方法(3D组)。
1.2 教学设计与方法
1.2.1 传统教学方法(传统组)：采集病史和体格检查—病历书写—上级医师审阅和修改—补充完善病历—术前讨论—手术—术后及出院总结。
1.2.2 个体化3D打印技术教学方法(3D组)：采集病史和体格检查—病历书写—上级医师审阅和修改—补充完善病历—术前讨论+个体化3D打印颌骨模型教学—手术—术后及出院总结。模型见图1～2所示。, 百拇医药(李学盛 张明)
[关键词]3D打印技术;口腔颌面外科;医学教育;规范化培训;临床教学
[中图分类号]G424 [文献标志码]A [文章编号]1008-6455(2020)03-0143-03
Abstract： Objective To evaluate the application of 3D printing jaw bone technology in oral and maxillofacial surgery clinical teaching. Methods From 2013 to 2017， forty residents were randomly divided into two groups. The 3D group used 3D printing technology to make jaw model for teaching， while the traditional group used traditional teaching methods. After completing the task of clinical teaching， objective assessment and subjective assessment were carried out for all residents with the same standard. SPSS 20.0 statistical analysis software was used to analyze the data to evaluate the teaching effect. Results In the comparison of traditional examination (Theory) methods， 3D group has more advantages， and the difference was statistically significant(P<0.05). In terms of teaching effect evaluation， compared with the traditional group， the residents in 3D group agree with the teaching mode of 3D printing model， which can significantly improve the teaching content and learning ability. there was a significant difference between the two groups(P<0.05). Conclusion 3D printing technology was conductive to oral and maxillofacial surgery clinical teaching， and had a good application prospect.
Key words： 3D printing technique; maxillofacial surgery; medical education; standardized training; clinical teaching
3D打印技術于20世纪80年代诞生于美国，目前在市场上应用领域非常广泛，尤其是在建筑业、国防、工业、医学等领域发展最快[1-2]。在口腔颌面外科，常根据不同患者的CT、MRI等基础成像数据，打印出个体化的替代材料，以满足患者的特殊需求假体。在临床上，与传统标准化的植入物相比，个体化3D植入物与个体匹配度更高;在教学上，个体化3D打印技术的模型形象逼真、立体化结构，使得学生更容易掌握疾病的解剖特点及加深对疾病的序贯诊治过程。笔者科室将3D打印颌骨技术于2013年-2017年应用于口腔颌面外科部分疾病的个体化临床教学中，效果颇佳，现具体报道如下。
1 资料和方法
1.1 研究对象与分组：选取2013年9月-2017年9月在解放军总医院口腔颌面外科轮转的口腔专业住院规陪医师40名，将其随机分为两组，传统教学方法(传统组)与个体化3D打印技术教学方法(3D组)。
1.2 教学设计与方法
1.2.1 传统教学方法(传统组)：采集病史和体格检查—病历书写—上级医师审阅和修改—补充完善病历—术前讨论—手术—术后及出院总结。
1.2.2 个体化3D打印技术教学方法(3D组)：采集病史和体格检查—病历书写—上级医师审阅和修改—补充完善病历—术前讨论+个体化3D打印颌骨模型教学—手术—术后及出院总结。模型见图1～2所示。, 百拇医药(李学盛 张明)