多模态影像联合3D打印仿真颅脑模型在神经外科本科实习生实践教学中的应用

The Application of Multimodal Imaging Combined with 3D-Printed Simulated Brain Models in Practical Teaching for Undergraduate Interns in Neurosurgery

摘要: 目的：通过结合临床案例，应用多模态影像联合3D打印仿真颅脑或血管模型带教本科生实习医师，比较其与单纯传统案例教学模式的不同效果，探讨其优势，评估其在提高本科生学习兴趣和专业技能方面的潜力。方法：选择2023年6月~2024年6月期间在我院神经外科进行临床实习的安徽医科大学2019级临床医学专业76名本科生为研究对象，所有学生在神经外科实习时间均为2周。76名学生随机分为2组，3D打印仿真颅脑模型案例教学组38名，单纯案例教学组38名。2周实习结束后，对比2组学生对教学的满意度及出科考核成绩。出科考核成绩按照理论考试40分、病例分析40分、影像阅片20分，总分100分计算。结果：结合临床案例的3D打印模型组的教学满意度高于单纯案例教学组，差异有统计学意义(P < 0.05)。3D打印模型教学组的理论水平、病例分析、影像阅片成绩及总分分别为(32.22 ± 1.21)分、(32.46 ± 0.93)分、(15.65 ± 0.94)分、(80.33 ± 1.03)分，均高于单纯传统案例教学组的(30.40 ± 1.63)分、(31.33 ± 1.52)分、(12.91 ± 1.12)分、(74.64 ± 1.42)分，差异有统计学意义(P < 0.05)。结论：多模态影像联合3D打印仿真颅脑及血管模型具有可视化特点，立体感强，与单纯传统案例教学方式相比，联合多模态影像技术的3D打印模型教学使本科生实习医师在短期的临床实习期间，更易理解和掌握，缩短了记忆时间，加深了印象，提升了教学效果，具有广阔的应用前景，可作为本科生临床教学改革的重要手段。

Abstract: Objective: By integrating clinical cases, this study applied multimodal imaging combined with 3D-printed simulated brain or vascular models in teaching undergraduate intern physicians. It compared the effects of this approach with traditional case-based teaching methods, explored its advantages, and evaluated its potential in enhancing students’ learning interest and professional skills. Methods: A total of 76 undergraduate students from the 2019 clinical medicine program at Anhui Medical University, who were undergoing clinical internships in the neurosurgery department of our hospital from June 2023 to June 2024, were selected as participants. All students had a 2-week neurosurgery internship. The 76 students were randomly divided into two groups: the 3D-printed simulated brain model case teaching group (38 students) and the traditional case teaching group (38 students). After the 2-week internship, the teaching satisfaction and assessment scores of the two groups were compared. The assessment scores were calculated based on theoretical exams (40 points), case analysis (40 points), and imaging interpretation (20 points), with a total score of 100 points. Results: The teaching satisfaction of the 3D-printed model group combined with clinical cases was higher than that of the traditional case teaching group, with a statistically significant difference (P < 0.05). The 3D-printed model group achieved higher scores in theoretical knowledge, case analysis, imaging interpretation, and total scores, which were (32.22 ± 1.21) points, (32.46 ± 0.93) points, (15.65 ± 0.94) points, and (80.33 ± 1.03) points, respectively, compared to the traditional case teaching group’s scores of (30.40 ± 1.63) points, (31.33 ± 1.52) points, (12.91 ± 1.12) points, and (74.64 ± 1.42) points. The differences were statistically significant (P < 0.05). Conclusion: Multimodal imaging combined with 3D-printed simulated brain and vascular models offers visual and stereoscopic advantages. Compared to traditional case-based teaching methods, the 3D-printed model teaching approach, integrated with multimodal imaging technology, enables undergraduate intern physicians to better understand and master knowledge during short-term clinical internships. It shortens memorization time, deepens impressions, and enhances teaching effectiveness. This method has broad application prospects and can serve as an important tool in the reform of undergraduate clinical education.