基础医学与临床 ›› 2022, Vol. 42 ›› Issue (1): 188-192.

• 医学教育 • 上一篇    下一篇

3D打印眼模型在医学生直接检眼镜教学中的应用

吴婵1,刘雨桐1,戴荣平2,张美芬3,钟勇2,陈有信1   

  1. 1. 北京协和医院
    2. 中国医学科学院 北京协和医学院 北京协和医院
    3. 中国医学科学院北京协和医院眼科
  • 收稿日期:2020-06-12 修回日期:2020-08-22 出版日期:2022-01-05 发布日期:2022-01-05
  • 通讯作者: 陈有信 E-mail:chenyx@pumch.cn
  • 基金资助:
    北京协和医学院青年医学教育学者计划;北京协和医学院本科教育教学改革立项项目

Application of 3D printed eye model in direct ophthalmoscopy training for medical students

  • Received:2020-06-12 Revised:2020-08-22 Online:2022-01-05 Published:2022-01-05

摘要: 目的 设计一种可模拟眼底的人眼模型,用于直接镜的眼底检查教学,并评估其有效性。方法 我们首先应用3D打印材料制作眼部模型,然后选取进入眼科学习的北京协和医学院临床医学八年制本科生92名,平均随机分配到两组:A组(模型训练组)及B组(传统训练组)。两组学生经过相同时间的训练后,我们选取难度相同的真实患者眼底来让学生们进行测试,以2分钟(120秒)为考核时限,记录是否能看清视盘、看清视盘杯盘比的反应时间及正确与否,最后汇总数据,进行统计学分析。结果 A组经模型辅助训练后,共43人成功看到眼底(93.48%),B组经传统训练后,共21人看到眼底(45.65%),两组组间差为47.83%,95%置信区间为29.59%-66.07%,P<0.0001。A组经模型辅助训练后,看清眼底的中位识别时间为29秒;95%置信区间为23-45秒。由于对照组的识别率有限,无法估计中位时间,但是,基于其95%置信区间下限估计,至少需要80秒以上。对数秩检验的P值<0.0001,A组明显优于B组。结论 这种3D打印的眼底模型显著提高了学生的学习兴趣、学习效率及学习效果,值得推广。

关键词: 直接检眼镜, 教学, 眼部模型, 3D打印

Abstract: Objective To design an eye model that can simulate the fundus for teaching direct ophthalmoscopy and to evaluate its effectiveness. Methods We first used 3D printing materials to make an eye model, and then randomly assigned 92 undergraduates into two groups: group A (model training group) and group B (traditional training group). After the same training time, real patients were used to test the students, with 120 seconds as the examination time limit. We recorded the ability of the students to clearly see the optic disk, and the time to determine the cup-to-disk ratio and whether the students were correct. Results 43 students in group A (93.48%) successfully saw the fundus, while 21 students in group B (45.65%) saw the fundus. The difference between the two groups was 47.83%, and the 95% confidence interval was 29.59%-66.07%, P < 0.0001. The median time to see the fundus was 29s in group A; the 95% confidence interval was 23-45s. Based on the lower limit of the 95% confidence interval, it was estimated that a minimum of more than 80 seconds was required in group B. The P value of the log-rank test was < 0.0001, and group A was significantly faster than group B. Conclusion This 3D-printed eye model significantly improved the students' study interest, study efficiency and study results and is worthy of being promoted.

Key words: direct ophthalmoscopy, teaching, eye model, 3D printing

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