虚拟仿真技术在航空心血管生理训练实践教学中的应用——以“加压呼吸训练”为例

李培杰; 卜英睿; 曹青林; 张斌; 白云刚; 宋一辰; 谢满江; 张琳

doi:10.12125/j.chj.202406012

虚拟仿真技术在航空心血管生理训练实践教学中的应用——以“加压呼吸训练”为例

Application of virtual simulation technology in the practical teaching of aviation cardiovascular physiology training-taking “pressure breathing training” as an example

摘要

摘要:
目的探讨虚拟仿真技术在航空心血管生理训练实践教学中的应用效果。
方法本研究以航空航天临床医学专业（2019级）学员为对照组（n=44），采用地面加压呼吸训练实践教学方法；以航空航天临床医学专业（2020级）学员为试验组（n=51），采用地面训练联合机上虚拟仿真加压呼吸训练实践教学方法。在课程结束后通过形成性考核、实践考核、考核过程中生理参数记录、问卷调查的形式综合比较两种教学方法的优劣。
结果与单纯地面加压呼吸训练组相比，联合虚拟仿真技术进行实践教学的学员形成性成绩、实践考核成绩高于对照组（均P<0.01）。按照航空生理训练大纲评价标准，试验组在高余压值（400 mmH₂O、600 mmH₂O）训练过程中所监测的生理参数优于对照组（P<0.05）。问卷调查显示，试验组教学满意度也优于对照组（P<0.05）。
结论采用地面训练联合虚拟仿真技术开展航空生理训练的教学模式能够加强学员对知识的理解和掌握程度，打破传统教学模式的限制，提高实战化教学质量。

Abstract:
AIM To explore the application effect of virtual simulation technology in practical teaching of aviation cardiovascular physiology training.
METHODS A control group (n=44) of aerospace clinical medicine students (grade 2019) was selected and subjected to ground pressure breathing training practical teaching methods. An experimental group (n=51) of aerospace clinical medicine students (grade 2020) was selected and subjected to ground training combined with on-board virtual simulation training practical teaching methods. After completion of the course, the effects of the two teaching methods was comprehensively compared through the indexes such as formative assessment, practical assessment, physiological parameter, and questionnaire surveys.
RESULTS Compared to the group undergoing solely ground-based pressurized breathing training, students undergoing practical teaching with the combination of virtual simulation technology achieved higher formative and practical assessment scores (all P<0.01). According to the evaluation criteria of aviation physiology training syllabus, the physiological parameters recorded during high pressure training process (400 mmH₂O、600 mmH₂O) in the experimental group were superior to the control group (P<0.05). The questionnaire survey indicated that the satisfaction of the experimental group was also higher than that in the control group (P<0.05).
CONCLUSION The application of virtual simulation technology in practical teaching system of the cardiovascular module in aviation physiology training can enhance students' understanding and mastery, break the limitations of traditional teaching methods, and improve the quality of practical teaching.

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