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

摘要：

目的　探讨3D打印技术联合BOPPPS教学法在泌尿外科实习教学中的应用效果。方法　采用前瞻性研究，选取2023年9月至2024年5月在广州医科大学附属第五医院泌尿外科实习的110例学生，通过随机数字表法分为对照组（55例）和试验组（55例）。对照组男31例、女24例，年龄22～25岁，采用3D打印技术联合传统教学法；试验组男25例、女30例，年龄22～24岁，采用3D打印技术联合BOPPPS教学法。对比两组理论知识及实践考核（问诊、查体及病历书写、阅片诊断）情况，并对试验组学生进行教学效果调研。统计学方法采用Mann-Whitney U检验。结果　两组泌尿外科实习学生理论知识成绩比较，差异无统计学意义（P>0.05）。试验组问诊、查体及病历书写能力与阅片诊断能力均高于对照组［94.0（91.5，97.0）分比87.0（82.5，91.0）分、91.0（86.0，95.0）分比75.0（70.0，81.5）分］，差异均有统计学意义（Z=-6.640、-7.750，均P<0.05）。问卷调查结果显示，96.4%的学生认可3D打印技术结合BOPPPS教学法，89.1%的学生对教学安排表示满意，100.0%的学生对BOPPPS教学法的参与性学习阶段表示满意，85.5%的学生认可本课程的出科考核形式，92.7%的学生认为3D打印技术结合BOPPPS教学法能提高自己对知识的理解力，89.1%的学生认为能增强自己的实践能力、促进自己的创新思维，85.5%的学生认为能培养自己的团队协作能力。结论　在泌尿外科临床见习教学中，3D打印技术联合BOPPPS教学法有助于加强学生对泌尿外科结构、疾病的理解，且能取得较好的教学效果。

关键词:

3D打印技术, BOPPPS教学法, 泌尿外科, 临床教学, 医学教育