基于荧光成像和三维重建的CBL教学模式在肝胆外科临床教学中的应用

Application of CBL Teaching Model Based on Fluorescence Imaging and Three-Dimensional Reconstruction in Clinical Teaching of Hepatobiliary Surgery

摘要: 目的：探索基于荧光成像和三维重建的CBL教学模式在肝胆外科实习教学中的应用效果。方法：选取我院肝胆外科2024.12~2025.6期间内完整参与教学活动的实习生共68人作为研究对象，采用随机数分组法分为传统组(传统教学模式)和研究组(基于荧光成像和三维重建的CBL教学模式)各34人，教学过程中传统组2名学员退出研究，研究组1名学员退出研究，完成教学后比较两组学员的测试成绩、批判性思维评分、教学满意度。结果：研究组的测试成绩、批判性思维评分、教学满意度高于传统组，差异具有统计学意义(P < 0.05)。结论：在肝胆外科的临床教学中，基于荧光成像和三维重建的CBL教学模式有助于提高教学效果，提升学员批判性思维能力，改善教学满意度。

Abstract: Objective: To explore the application effect of the CBL teaching model based on fluorescence imaging and three-dimensional reconstruction in the internship teaching of hepatobiliary surgery. Methods: A total of 68 interns who fully participated in the teaching activities in the hepatobiliary surgery department of our hospital from December 2024 to June 2025 were selected as the research subjects. They were divided into the traditional group (traditional teaching model) and the study group (CBL teaching model based on fluorescence imaging and three-dimensional reconstruction) by random number grouping method, with 34 interns in each group. During the teaching process, 2 interns in the traditional group and 1 intern in the study group withdrew from the study. After the completion of the teaching, the test scores, critical thinking scores, and teaching satisfaction of the interns in the two groups were compared. Results: The test scores, critical thinking scores, and teaching satisfaction of the study group were higher than those of the traditional group, with statistically significant differences (P < 0.05). Conclusion: In the clinical teaching of hepatobiliary surgery, the CBL teaching model based on fluorescence imaging and three-dimensional reconstruction helps to improve teaching effectiveness, enhance trainees’ critical thinking skills, and increase teaching satisfaction.