黄东, 刘洋. 利用虚拟现实模拟探究心脏血流动力学教学的有效性研究[J]. 心脏杂志, 2024, 36(3): 360-363, 368. DOI: 10.12125/j.chj.202308013
    引用本文: 黄东, 刘洋. 利用虚拟现实模拟探究心脏血流动力学教学的有效性研究[J]. 心脏杂志, 2024, 36(3): 360-363, 368. DOI: 10.12125/j.chj.202308013
    HUANG Dong, LIU Yang. Effectiveness study of virtual reality simulation in teaching cardiac hemodynamics[J]. Chinese Heart Journal, 2024, 36(3): 360-363, 368. DOI: 10.12125/j.chj.202308013
    Citation: HUANG Dong, LIU Yang. Effectiveness study of virtual reality simulation in teaching cardiac hemodynamics[J]. Chinese Heart Journal, 2024, 36(3): 360-363, 368. DOI: 10.12125/j.chj.202308013

    利用虚拟现实模拟探究心脏血流动力学教学的有效性研究

    Effectiveness study of virtual reality simulation in teaching cardiac hemodynamics

    • 摘要:
      目的 探索虚拟现实技术在心脏血流动力学教学中的有效性。
      方法 研究采用实验设计,招募医学生为研究参与者,将他们分为虚拟现实组和传统教学组。虚拟现实组使用虚拟现实系统,传统教学组使用传统教学材料。通过预测试、实验介绍和培训、实验学习任务以及学习评估等环节,评估了虚拟现实技术对心脏血流动力学教学的影响。参与者填写了反馈调查问卷。
      结果 理论知识测试结果显示,心脏解剖、血流动力学参数与血液循环中的疾病和异常知识的测试成绩两组没有明显差异。血液组成、血管解剖与循环调节机制的成绩,虚拟现实组均显著优于传统教学组(P<0.05);所有知识点的平均成绩对比中,虚拟现实组仍然显著优于传统教学组(P<0.05)。 技能评估结果显示,在问题解决和决策能力、数据分析和理解的技能评估中,两组参与者没有显著性差别。而知识理解与应用、技术操作和实验设计的技能评估中,虚拟现实组的成绩显著优于传统教学组(P<0.05),所有技能平均成绩的比较显示,虚拟现实组显著优于传统教学组(P<0.05)。调查问卷显示在课程内容和教学方式上,两组参与者没有显著性差别。但在课程体验上,虚拟现实组的评价显著优于传统教学组(P<0.05)。
      结论 基于本研究的结果,我们建议进一步优化虚拟现实技术的使用方式和教学设计,以最大限度地提升学生的学习效果和临床实践能力。此外,需要解决虚拟现实技术应用中可能遇到的挑战,如成本、设备更新、伦理和安全问题。未来研究可以通过扩大研究样本规模和范围,验证研究结果的普适性和有效性。

       

      Abstract:
      AIM To explore the effectiveness of virtual reality technology employed in teaching cardiovascular hemodynamics.
      METHODS The study employed an experimental design and recruited medical students as participants. The students were divided into a virtual reality group and a traditional group. The virtual reality group utilized virtual reality systems, while the traditional group used conventional teaching materials. Throughout pre-testing, experimental introduction and training, experimental learning tasks, and learning assessments, the effectiveness of virtual reality technology in teaching cardiovascular hemodynamics was evaluated. The feedback questionnaires were filled out by the participants.
      RESULTS Results of theoretical knowledge tests showed no significant difference between the two groups in the testing scores of cardiac anatomy, hemodynamic parameters, and knowledge of diseases and abnormalities in the circulation. However, the virtual reality group outperformed the traditional teaching group significantly in the scores of blood composition, vascular anatomy, and circulatory regulatory mechanisms (P<0.05). Across all knowledge points, the average scores of the virtual reality group remained significantly higher than those of the traditional teaching group (P<0.05). The results of skill assessments revealed no significant differences between the two groups in problem-solving and decision-making, data analysis and comprehension. However, in the assessments of knowledge understanding and application, technical operation, and experimental design, the virtual reality group achieved significantly higher scores than the traditional teaching group (P<0.05). The comparison of average scores for all skills indicated that the virtual reality group performed significantly better than the traditional teaching group (P<0.05). Survey responses indicated no significant differences between the two groups in terms of course content and teaching methods. However, in terms of course experience, the evaluation of the virtual reality group was significantly better than that of the traditional teaching group (P<0.05).
      CONCLUSION Based on the results of this study, we suggest further optimization of the use and instructional design of virtual reality technology to maximize students’ learning outcomes and clinical practice abilities. Additionally, challenges encountered in the application of virtual reality technology, such as cost, equipment updates, ethical concerns, and safety, need to be addressed. Future research could expand the sample size and scope to validate the generalizability and effectiveness of the research results.

       

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