3D打印模型在人体胚胎学实验教学翻转课堂中的应用

doi:10.16098/j.issn.0529-1356.2021.03.023

解剖学报 ›› 2021, Vol. 52 ›› Issue (3): 479-484.doi: 10.16098/j.issn.0529-1356.2021.03.023

3D打印模型在人体胚胎学实验教学翻转课堂中的应用

曹馨元刘润竹张翰林陈咏梅徐园园钱晓菁仇文颖*

中国医学科学院基础医学研究所，北京协和医学院基础学院人体解剖学与组织学胚胎学系，北京 100005

收稿日期:2019-12-10 修回日期:2020-09-07 出版日期:2021-06-06 发布日期:2021-06-06
通讯作者: 仇文颖 E-mail:qiuwy73@126.com
基金资助:
北京协和医学院2018年“青年医学教育学者计划”

Application of flipped classroom teaching mode supported by 3D printing model in embryology experiment teaching

CAO Xin-yuan LIU Run-zhu ZHANG Han-lin CHEN Yong-mei XU Yuan-yuan QIAN Xiao-jing QIU Wen-ying*

Department of Human Anatomy, Histology and Embryology, Institute of Basic Medical Sciences, Chinese Academy of Medical Sciences, School of Basic Medicine, Peking Union Medical College, Beijing 100005, China

Received:2019-12-10 Revised:2020-09-07 Online:2021-06-06 Published:2021-06-06
Contact: QIU Wen-ying E-mail:qiuwy73@126.com

摘要/Abstract

摘要：

目的探讨3D打印模型应用在人体胚胎学实验教学翻转课堂中的教学效果。方法将临床医学8年制76名学生随机分为两组：实验组在课前对胚胎3D模型进行预习，并在课上为全体学生讲授；对照组课前不进行胚胎模型的预习。实验课前后各进行1次胚胎知识测验和问卷调查，比较两组学生知识掌握和自我评价的差异。结果在自我评价方面，实验组学生在讲述病因和解释过程方面的自我评价在授课后有显著提高（均P<0.05），对照组学生在辨认结构、理解知识、讲述病因、解释过程方面的自我评价均有显著提高（P均<0.05）。在知识测验成绩方面，实验组和对照组学生授课后的成绩高于授课前的成绩（均P<0.05）。对照组知识测验的成绩提升显著高于实验组（P<0.05）。第1次实验前后两组成绩差异不显著，第2次实验前后两组成绩差异显著。在错题原因反思中，70.27%的学生都认为自己在知识掌握方面还有欠缺，英语名词的理解（15.54%），心理因素（5.41%）和其他因素（8.78%）也造成了学生知识测验的失分。结论 3D打印模型在人体胚胎学实验教学翻转课堂中的应用能够有效提高教学效果，在胚胎学教学改革中应予以重视。

关键词: 翻转课堂, 3D打印模型, 胚胎学, 实验教学, 课程改革, 医学生

Abstract:

Objective To explore the teaching effect of flipped classroom teaching mode supported by the 3D printing model in the embryology experiment. Methods Totally 76 students from class 2016 were randomly divided into two groups: the experimental group previewed the embryo 3D models before class and taught other students in class, while the control group did not preview the embryo 3D models before class. An embryo knowledge test and a questionnaire survey were carried out before and after the experimental class to compare the differences of knowledge mastery and self-evaluation between the two groups. Results In the aspect of self-evaluation, the self-evaluation of the experimental group students in explaining the causes and explaining the process of development was significantly improved after the lecture (P<0.05), while the self-evaluation of the control group students in identifying the structure, understanding knowledge, telling the causes and explaining the process of development was significantly improved (P<0.05). In terms of knowledge test scores, the scores of students in the experimental group and the control group after teaching were higher than those before teaching (P<0.05). The improvement of the knowledge test in the control group was significantly higher than that in the experimental group (P<0.05). The experiment group’s grades of knowledge test were significantly higher than the control group in the second experiment. 70.27% of the students thought that they were still lack of knowledge in the introspection of the causes of wrong answers. The misunderstanding of English nouns (15.54%), psychological factors (5.41%) and other factors (8.78%) also caused the students to lose points in the knowledge tests. Conclusion The combination of the 3D printing model and the flipped classroom teaching mode can effectively improve the teaching effect, which should be paid attention to in the reform of embryology experimental teaching.

Key words: Flipped classroom, D printing model, Embryology, Experimental teaching, Curriculum reform, Medical student

中图分类号:

R329
G642.0

曹馨元刘润竹张翰林陈咏梅徐园园钱晓菁仇文颖. 3D打印模型在人体胚胎学实验教学翻转课堂中的应用[J]. 解剖学报, 2021, 52(3): 479-484.

CAO Xin-yuan LIU Run-zhu ZHANG Han-lin CHEN Yong-mei XU Yuan-yuan QIAN Xiao-jing QIU Wen-ying. Application of flipped classroom teaching mode supported by 3D printing model in embryology experiment teaching[J]. Acta Anatomica Sinica, 2021, 52(3): 479-484.

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3D打印模型在人体胚胎学实验教学翻转课堂中的应用

Application of flipped classroom teaching mode supported by 3D printing model in embryology experiment teaching

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