融合三维数字解剖图谱的颞骨解剖教学改革与实践——针对耳鼻咽喉科实习医生的实证研究

Teaching Reform and Practice of Temporal Bone Anatomy Integrated with Three-Dimensional Digital Anatomical Atlas—An Empirical Study on Otolaryngology Residents

摘要: 探讨高精度颞骨三维数字解剖图谱在耳鼻咽喉科实习医师颞骨解剖教学中效果。方法：将32名耳鼻咽喉科实习医师随机分为2组，对照组采用传统颞骨教学方法，实验组采用“理论–三维可视化–实体解剖”的渐进式混合教学模式，考核的内容及考核标准采用客观结构化技术技能评估(Objective Structured Assessment of Technical Skills, OSATS)，实习医师对教学效果满意度评价，本课题采用基于李克特量表自行设计实践教学满意度调查问卷。结果：实验结果采用SPSS 31进行数据统计，采用Mann-Whitney U检验(非参数检验)，学习效果对照组得分(78.75 ± 4.12)，实验组得分(93.25 ± 2.05)，P < 0.001，教学效果满意度对照组(2.88 ± 0.62)，实验组(4.63 ± 0.50)，P < 0.001。结论：高精度颞骨三维数字解剖图谱能有效破解传统颞骨解剖教学瓶颈，提升实习医生学习效率及教学满意度。

Abstract: To investigate the efficacy of high-precision three-dimensional (3D) digital anatomical atlases in teaching temporal bone anatomy to otolaryngology residents. Methods: Thirty-two otolaryngology residents were randomly allocated into two groups. The control group received traditional temporal bone teaching, while the experimental group adopted a progressive blended teaching model comprising “theory-3D visualization-physical dissection.” Teaching outcomes were evaluated using the Objective Structured Assessment of Technical Skills (OSATS). Additionally, resident satisfaction was assessed via a self-designed questionnaire based on the Likert scale. Results: Data were analyzed using SPSS 31 software. Intergroup comparisons were performed using the Mann-Whitney U test (non-parametric test). The experimental group demonstrated significantly higher learning performance scores compared to the control group (93.25 ± 2.05 vs. 78.75 ± 4.12, P < 0.001). Furthermore, teaching satisfaction was markedly higher in the experimental group than in the control group (4.63 ± 0.50 vs. 2.88 ± 0.62, P < 0.001). Conclusion: High-precision 3D digital anatomical atlases effectively address the bottlenecks of traditional temporal bone anatomy education, significantly enhancing learning efficiency and teaching satisfaction among resident physicians.