关键词:

3D打印技术, BOPPPS教学法, 泌尿外科, 临床教学, 医学教育

Abstract:

Objective　To explore the effect for applying the 3D printing technology and BOPPPS teaching method in urology practice teaching. Methods　One hundred and ten students who practiced at Department of Urology, Fifth Affiliated Hospital of Guangzhou Medical University from September 2023 to May 2024 were selected for the prospective study, and were divided into a control group and an experimental group by the random number table method, with 55 ones in each group. There were 31 males and 24 females in the control group who were 22-25 years old. There were 25 males and 30 females in the experimental group who were 22-24 years old. The control group adopted the 3D printing technology and traditional teaching method. The experimental group adopted the 3D printing technology and BOPPPS teaching method. The Mann-Whitney U test was used for the statistical analysis. Results　There was no statistical difference in the score of theoretical knowledge between the two groups (P>0.05). The scores of the ability on consultation, physical examination, and medical record writing and image reading and diagnosis ability in the experimental group were higher than those in the control group [94.0 (91.5, 97.0) vs. 87.0 (82.5, 91.0) and 91.0 (86.0, 95.0) vs. 75.0 (70.0, 81.5)], with statistical differences (Z=-6.640 and -7.750; both P<0.05). The results of the questionnaire survey showed that 96.4% of the students recognized the 3D printing technology combined with BOPPPS teaching method; 89.1% of the students were satisfied with the teaching arrangement; all the students were satisfied with the participatory learning phase of the BOPPPS approach; 85.5% of the students recognized the examination form of this course; 92.7% of the students believed that 3D printing technology combined with BOPPPS teaching method could improve their understanding of knowledge; 89.1% of the students believed that it could enhance their practical ability; 89.1% of the students thought that it could promote their innovative thinking; 85.5% of the students thought that it could cultivate their teamwork ability. Conclusion　In the clinical probation teaching of urology, it is believed that 3D printing technology combined with BOPPPS can help strengthen students' understanding of urology structure and diseases, and achieve better teaching results.

Key words:

3D printing technology, BOPPPS teaching method, Urology, Clinical teaching, Medical education