Don nazarin amfani da haɗakar fasahar daukar hoto ta 3D da kuma hanyar koyo bisa ga matsala a cikin horon asibiti da ya shafi tiyatar kashin baya.
Jimilla, an zaɓi ɗalibai 106 na kwas na shekaru biyar na karatu a fannin "Maganin Asibiti" a matsayin waɗanda za a yi nazarin, waɗanda a shekarar 2021 za su yi aikin horo a sashen kula da ƙashi a asibitin da ke da alaƙa da Jami'ar Likitanci ta Xuzhou. An raba waɗannan ɗaliban zuwa ƙungiyoyin gwaji da na kulawa bazuwar, tare da ɗalibai 53 a kowace ƙungiya. Ƙungiyar gwaji ta yi amfani da haɗin fasahar daukar hoto ta 3D da yanayin koyo na PBL, yayin da ƙungiyar kula da ta yi amfani da hanyar koyo ta gargajiya. Bayan horo, an kwatanta ingancin horo a cikin ƙungiyoyin biyu ta amfani da gwaje-gwaje da tambayoyi.
Jimillar maki da aka samu a jarrabawar nazari ta ɗaliban ƙungiyar gwaji ta fi ta ɗaliban ƙungiyar gwaji. Ɗaliban ƙungiyoyin biyu sun tantance makinsu daban-daban a darasin, yayin da maki na ɗaliban ƙungiyar gwaji ya fi na ɗaliban ƙungiyar gwaji (P < 0.05). Sha'awar koyo, yanayin aji, hulɗar aji, da gamsuwa da koyarwa sun fi yawa a tsakanin ɗaliban ƙungiyar gwaji fiye da na ƙungiyar gwaji (P < 0.05).
Haɗakar fasahar daukar hoto ta 3D da yanayin koyo na PBL yayin koyar da tiyatar kashin baya na iya haɓaka ingancin koyo da sha'awar ɗalibai, da kuma haɓaka ci gaban tunanin asibiti na ɗalibai.
A cikin 'yan shekarun nan, saboda ci gaba da tarin ilimin asibiti da fasaha, tambayar irin ilimin likitanci da zai iya rage lokacin da ake ɗauka don canzawa daga ɗaliban likitanci zuwa likitoci da kuma haɓaka ƙwararrun mazauna cikin sauri ya zama abin damuwa. Ya jawo hankali sosai [1]. Aikin asibiti muhimmin mataki ne a cikin haɓaka tunanin asibiti da ƙwarewar aiki na ɗaliban likitanci. Musamman ma, ayyukan tiyata suna sanya tsauraran buƙatu kan ƙwarewar aiki na ɗalibai da ilimin halittar ɗan adam.
A halin yanzu, salon koyarwa na gargajiya har yanzu yana mamaye makarantu da magungunan asibiti [2]. Hanyar koyarwa ta gargajiya tana mai da hankali kan malami: malami yana tsaye a kan mumbari kuma yana isar da ilimi ga ɗalibai ta hanyar hanyoyin koyarwa na gargajiya kamar littattafan karatu da manhajoji na multimedia. Malami ne ke koyar da dukkan darasin. Yawancin ɗalibai suna sauraron laccoci, damar tattaunawa kyauta da tambayoyi suna da iyaka. Saboda haka, wannan tsari na iya rikidewa zuwa koyarwa ta gefe ɗaya daga ɓangaren malamai yayin da ɗalibai ke karɓar yanayin ba tare da son rai ba. Don haka, a cikin tsarin koyarwa, malamai yawanci suna ganin cewa sha'awar ɗalibai ga koyo ba ta da yawa, sha'awar ba ta da yawa, kuma tasirin yana da muni. Bugu da ƙari, yana da wuya a bayyana tsarin kashin baya a sarari ta amfani da hotuna 2D kamar PPT, littattafan ilimin halittar jiki da hotuna, kuma ba abu ne mai sauƙi ga ɗalibai su fahimta da kuma ƙware wannan ilimin ba [3].
A shekarar 1969, an gwada wata sabuwar hanyar koyarwa, koyo bisa ga matsala (PBL), a Makarantar Magunguna ta Jami'ar McMaster da ke Kanada. Ba kamar hanyoyin koyarwa na gargajiya ba, tsarin koyo na PBL yana ɗaukar ɗalibai a matsayin babban ɓangare na tsarin koyo kuma yana amfani da tambayoyi masu dacewa a matsayin ƙarfafawa don ba wa ɗalibai damar koyo, tattaunawa da haɗin gwiwa kai tsaye a cikin ƙungiyoyi, yin tambayoyi da neman amsoshi maimakon karɓar su ba tare da ɓata lokaci ba. , 5]. A cikin tsarin nazarin matsaloli da warware su, haɓaka ƙwarewar ɗalibai don koyo mai zaman kansa da tunani mai ma'ana [6]. Bugu da ƙari, godiya ga haɓaka fasahar likitanci ta dijital, hanyoyin koyarwa na asibiti kuma an wadatar da su sosai. Fasahar daukar hoto ta 3D (3DV) tana ɗaukar bayanai marasa amfani daga hotunan likita, tana shigo da su cikin software na yin ƙira don sake gina 3D, sannan tana sarrafa bayanan don ƙirƙirar samfurin 3D. Wannan hanyar ta shawo kan iyakokin tsarin koyarwa na gargajiya, tana jan hankalin ɗalibai ta hanyoyi da yawa kuma tana taimaka wa ɗalibai su ƙware cikin sauri a cikin tsarin tsarin jiki mai rikitarwa [7, 8], musamman a ilimin kashin baya. Saboda haka, wannan labarin ya haɗa waɗannan hanyoyi biyu don nazarin tasirin haɗa PBL da fasahar 3DV da yanayin koyo na gargajiya a aikace-aikace. Sakamakon shine kamar haka.
Manufar binciken ita ce ɗalibai 106 da suka shiga aikin tiyatar ƙashin baya na asibitinmu a shekarar 2021, waɗanda aka raba su zuwa ƙungiyoyin gwaji da na sarrafawa ta amfani da teburin lambobi bazuwar, ɗalibai 53 a kowace ƙungiya. Ƙungiyar gwaji ta ƙunshi maza 25 da mata 28 masu shekaru 21 zuwa 23, matsakaicin shekaru 22.6±0.8. Ƙungiyar kulawa ta ƙunshi maza 26 da mata 27 masu shekaru 21-24, matsakaicin shekaru 22.6±0.9, duk ɗaliban suna horon aiki. Babu wani bambanci mai mahimmanci a shekaru da jinsi tsakanin ƙungiyoyin biyu (P>0.05).
Sharuɗɗan shiga sune kamar haka: (1) Ɗaliban digiri na farko na asibiti na cikakken lokaci na shekara huɗu; (2) Ɗaliban da za su iya bayyana ainihin ra'ayoyinsu a sarari; (3) Ɗaliban da za su iya fahimta kuma su shiga cikin dukkan tsarin wannan binciken da son rai kuma su sanya hannu kan fom ɗin amincewa da aka bayar da sanarwa. Sharuɗɗan keɓewa sune kamar haka: (1) Ɗaliban da ba su cika kowace ƙa'idar shiga ba; (2) Ɗaliban da ba sa son shiga cikin wannan horon saboda dalilai na kashin kansu; (3) Ɗaliban da ke da ƙwarewar koyarwa ta PBL.
Shigo da bayanai na CT marasa inganci cikin manhajar kwaikwayo sannan a shigo da samfurin da aka gina cikin manhajar horo ta musamman don nunawa. Samfurin ya ƙunshi nama na ƙashi, faifan intervertebral da jijiyoyi na kashin baya (Hoto na 1). Ana wakiltar sassa daban-daban da launuka daban-daban, kuma ana iya faɗaɗa samfurin da juya shi yadda ake so. Babban fa'idar wannan dabarar ita ce ana iya sanya yadudduka na CT akan samfurin kuma ana iya daidaita bayyananniya na sassa daban-daban don guje wa toshewa yadda ya kamata.
a Dubawa ta Baya da b Dubawa ta Gefen. a cikin L1, L3 da ƙashin ƙugu na samfurin suna da haske. d Bayan haɗa hoton giciye na CT da samfurin, zaku iya motsa shi sama da ƙasa don saita jiragen CT daban-daban. e Tsarin haɗin kai na hotunan CT na sagittal da amfani da umarnin ɓoye don sarrafa L1 da L3
Babban abin da ke cikin horon shine kamar haka: 1) Gano cututtuka da maganin su a tiyatar kashin baya; 2) Sanin tsarin kashin baya, tunani da fahimtar faruwar cututtuka da kuma ci gaban su; 3) Bidiyon aiki da ke koyar da ilimin asali. Matakan tiyatar kashin baya ta al'ada, 4) Ganin cututtuka na yau da kullun a tiyatar kashin baya, 5) Ilimin ka'idar gargajiya da za a tuna, gami da ka'idar kashin baya mai ginshiƙai uku na Dennis, rarrabuwar karyewar kashin baya, da kuma rarraba kashin baya na herniated lumbar.
Ƙungiyar Gwaji: Hanyar koyarwa an haɗa ta da fasahar PBL da fasahar daukar hoto ta 3D. Wannan hanyar ta haɗa da waɗannan fannoni. 1) Shirye-shiryen shari'o'in da aka saba yi a tiyatar kashin baya: Tattauna shari'o'in spondylosis na mahaifa, herniation na diski na lumbar, da karyewar matsewar pyramidal, tare da kowane shari'a yana mai da hankali kan fannoni daban-daban na ilimi. Ana aika shari'o'i, samfuran 3D da bidiyon tiyata ga ɗalibai mako guda kafin darasi kuma ana ƙarfafa su su yi amfani da samfurin 3D don gwada ilimin halittar jiki. 2) Shiri na gaba: Minti 10 kafin darasi, gabatar da ɗalibai ga takamaiman tsarin koyo na PBL, ƙarfafa ɗalibai su shiga sosai, su yi amfani da lokaci sosai, kuma su kammala ayyukan da kyau. An gudanar da rukuni bayan samun amincewar dukkan mahalarta. Ɗauki ɗalibai 8 zuwa 10 a cikin rukuni, ku raba ƙungiyoyi cikin 'yanci don yin tunani game da bayanan binciken shari'o'i, ku yi tunani game da nazarin kai, ku shiga tattaunawar rukuni, ku amsa juna, a ƙarshe ku taƙaita manyan abubuwan, ku samar da bayanai na tsari, kuma ku yi rikodin tattaunawar. Zaɓi ɗalibi mai ƙwarewa a cikin tsari da bayyana ra'ayi a matsayin shugaban rukuni don shirya tattaunawa da gabatarwa. 3) Jagorar Malami: Malamai suna amfani da manhajar kwaikwayo don bayyana yanayin kashin baya tare da al'amuran da suka shafi yau da kullun, kuma suna ba wa ɗalibai damar amfani da manhajar sosai don yin ayyuka kamar zuƙowa, juyawa, sake sanya CT da daidaita bayyananniya nama; Don samun zurfin fahimta da haddace tsarin cutar, da kuma taimaka musu su yi tunani daban-daban game da manyan hanyoyin da ke tattare da farawa, ci gaba da kuma yadda cutar ke tafiya. 4) Musayar ra'ayoyi da tattaunawa. Don amsa tambayoyin da aka jera a gaban aji, bayar da jawabai don tattaunawa a aji kuma gayyaci kowane shugaban rukuni ya ba da rahoto game da sakamakon tattaunawar ƙungiyar bayan isasshen lokaci don tattaunawa. A wannan lokacin, ƙungiyar za ta iya yin tambayoyi da taimaka wa juna, yayin da malami ke buƙatar lissafa da fahimtar salon tunani na ɗalibai da matsalolin da ke tattare da su a hankali. 5) Takaitawa: Bayan tattaunawa da ɗaliban, malami zai yi tsokaci kan ayyukan ɗaliban, ya taƙaita kuma ya amsa dalla-dalla wasu tambayoyi na yau da kullun da ke da ce-ce-ku-ce, sannan ya fayyace alkiblar koyo a nan gaba don ɗalibai su iya daidaitawa da hanyar koyarwa ta PBL.
Ƙungiyar kula da harkokin ilimi ta yi amfani da yanayin koyo na gargajiya, tana umurtar ɗalibai da su yi samfoti kan kayan kafin azuzuwan. Don gudanar da laccoci na nazari, malamai suna amfani da allo na fari, manhajoji na multimedia, kayan bidiyo, samfuran samfura da sauran kayan koyarwa, sannan kuma su tsara tsarin horon daidai da kayan koyarwa. A matsayin kari ga manhajar karatu, wannan tsari yana mai da hankali kan wahalhalu da muhimman abubuwan da suka shafi littafin. Bayan laccar, malamin ya taƙaita kayan kuma ya ƙarfafa ɗaliban su haddace da kuma fahimtar ilimin da ya dace.
Dangane da abubuwan da aka koya a horon, an ɗauki jarrabawar littafi a rufe. An zaɓi tambayoyin manufa daga tambayoyin da suka dace da likitocin suka yi tsawon shekaru. Sashen Kula da Kasusuwa ne ya tsara tambayoyin manufa kuma a ƙarshe malamai waɗanda ba su yi jarrabawar ba suka tantance su. Shiga cikin koyo. Cikakken maki na jarrabawar shine maki 100, kuma abubuwan da ke ciki galibi sun haɗa da waɗannan sassa biyu: 1) Tambayoyi masu ma'ana (galibi tambayoyi masu zaɓuɓɓuka da yawa), waɗanda galibi suna gwada ƙwarewar ɗalibai game da abubuwan ilimi, wanda shine kashi 50% na jimlar maki; 2) Tambayoyi masu ma'ana (tambayoyi don nazarin shari'o'i), galibi sun mayar da hankali kan fahimtar tsari da nazarin cututtuka ta hanyar ɗalibai, wanda shine kashi 50% na jimlar maki.
A ƙarshen darasin, an gabatar da tambayoyi da suka ƙunshi sassa biyu da tambayoyi tara. Babban abin da ke cikin waɗannan tambayoyin ya yi daidai da abubuwan da aka gabatar a teburin, kuma ɗalibai dole ne su amsa tambayoyin da ke kan waɗannan abubuwan da cikakken maki 10 da mafi ƙarancin maki 1. Mafi girman maki yana nuna gamsuwar ɗalibai. Tambayoyin da ke cikin Tebur na 2 suna game da ko haɗakar hanyoyin koyo na PBL da 3DV zai iya taimaka wa ɗalibai su fahimci ilimin ƙwararru masu rikitarwa. Abubuwan Tebur na 3 suna nuna gamsuwar ɗalibai da hanyoyin koyo guda biyu.
An yi nazarin dukkan bayanai ta amfani da manhajar SPSS 25; an bayyana sakamakon gwaji a matsayin matsakaicin ± karkacewar daidaito (x ± s). An yi nazarin bayanan adadi ta hanyar ANOVA ta hanya ɗaya, an yi nazarin bayanan inganci ta hanyar gwajin χ2, kuma an yi amfani da gyaran Bonferroni don kwatantawa da yawa. Babban bambanci (P<0.05).
Sakamakon nazarin kididdiga na ƙungiyoyin biyu ya nuna cewa maki akan tambayoyin manufa (tambayoyi da yawa na zaɓi) na ɗaliban ƙungiyar sarrafawa ya fi na ɗaliban ƙungiyar gwaji (P < 0.05), kuma maki na ɗaliban ƙungiyar sarrafawa ya fi na ɗaliban ƙungiyar gwaji (P < 0.05). Maki na tambayoyin ra'ayi (tambayoyin nazarin shari'a) na ɗaliban ƙungiyar gwaji ya fi na ɗaliban ƙungiyar sarrafawa (P < 0.01), duba Tebur. 1.
An rarraba tambayoyin da ba a san ko su waye ba bayan dukkan azuzuwan. Jimilla, an rarraba tambayoyi 106, an dawo da 106 daga cikinsu, yayin da adadin murmurewa ya kasance 100.0%. An kammala dukkan fom ɗin. Kwatanta sakamakon binciken tambayoyi kan matakin mallakar ilimin ƙwararru tsakanin ƙungiyoyin ɗalibai biyu ya nuna cewa ɗaliban ƙungiyar gwaji sun ƙware a manyan matakan tiyatar kashin baya, ilimin tsari, rarrabuwar cututtuka na gargajiya, da sauransu akan. Bambancin ya kasance mai mahimmanci a kididdiga (P<0.05) kamar yadda aka nuna a Tebur 2.
Kwatanta amsoshin tambayoyi da suka shafi gamsuwar koyarwa tsakanin ƙungiyoyin biyu: ɗaliban da ke cikin rukunin gwaji sun sami maki mafi girma fiye da ɗaliban da ke cikin rukunin kulawa dangane da sha'awar koyo, yanayin aji, hulɗar aji, da gamsuwa da koyarwa. Bambancin ya kasance mai mahimmanci a kididdiga (P<0.05). An nuna cikakkun bayanai a cikin Tebur 3.
Tare da ci gaba da tarin kimiyya da fasaha da haɓaka, musamman yayin da muke shiga ƙarni na 21, aikin asibiti a asibitoci yana ƙara zama mai rikitarwa. Domin tabbatar da cewa ɗaliban likitanci za su iya daidaitawa da aikin asibiti cikin sauri da haɓaka ƙwararrun likitoci masu inganci don amfanin al'umma, koyar da ilimin gargajiya da kuma hanyar karatu mai haɗin kai suna fuskantar matsaloli wajen magance matsalolin asibiti. Tsarin ilimin likitanci na gargajiya a ƙasata yana da fa'idodin adadi mai yawa na bayanai a cikin aji, ƙarancin buƙatun muhalli, da tsarin ilimin koyarwa wanda zai iya biyan buƙatun koyar da darussa na ka'ida [9]. Duk da haka, wannan nau'in ilimi na iya haifar da gibi tsakanin ka'ida da aiki, raguwar himma da sha'awar ɗalibai a cikin koyo, rashin iya yin cikakken nazarin cututtuka masu rikitarwa a cikin aikin asibiti, saboda haka, ba zai iya biyan buƙatun manyan ilimin likitanci ba. A cikin 'yan shekarun nan, matakin tiyatar kashin baya a ƙasata ya ƙaru da sauri, kuma koyar da tiyatar kashin baya ya fuskanci sabbin ƙalubale. A lokacin horar da ɗaliban likitanci, mafi wahalar ɓangaren tiyata shine tiyatar kashin baya, musamman tiyatar kashin baya. Batun ilimi ba su da mahimmanci kuma ba wai kawai nakasar kashin baya da cututtuka ba ne, har ma da raunuka da ciwace-ciwacen ƙashi. Waɗannan ra'ayoyin ba wai kawai suna da rikitarwa ba ne, har ma suna da alaƙa da tsarin jiki, ilimin halittar jiki, hoto, biomechanics, da sauran fannoni, wanda ke sa abubuwan da ke cikin su wahalar fahimta da tunawa. A lokaci guda, fannoni da yawa na tiyatar kashin baya suna bunƙasa cikin sauri, kuma ilimin da ke cikin littattafan da ake da su ya tsufa, wanda ke sa ya yi wa malamai wahala su koyar. Don haka, canza hanyar koyarwa ta gargajiya da haɗa sabbin ci gaba a cikin bincike na ƙasa da ƙasa na iya sa koyar da ilimin ka'idoji masu dacewa ya zama mai amfani, inganta ikon ɗalibai na tunani mai ma'ana, da kuma ƙarfafa ɗalibai su yi tunani mai zurfi. Waɗannan gazawar da ke cikin tsarin koyo na yanzu suna buƙatar a magance su cikin gaggawa don bincika iyakoki da iyakokin ilimin likitanci na zamani da kuma shawo kan shingayen gargajiya [10].
Tsarin koyo na PBL hanya ce ta ilmantarwa mai mayar da hankali kan koyo. Ta hanyar ilmantarwa mai zaman kanta, mai zaman kanta da tattaunawa mai hulɗa, ɗalibai za su iya fitar da sha'awarsu gaba ɗaya kuma su ƙaura daga karɓar ilimi ba tare da wani tunani ba zuwa shiga cikin koyarwar malami. Idan aka kwatanta da yanayin koyo bisa lacca, ɗaliban da ke shiga cikin yanayin koyo na PBL suna da isasshen lokaci don amfani da littattafan karatu, Intanet, da software don neman amsoshin tambayoyi, tunani da kansu, da kuma tattauna batutuwa masu alaƙa a cikin yanayin rukuni. Wannan hanyar tana haɓaka ikon ɗalibai na tunani da kansu, nazarin matsaloli da warware matsaloli [11]. A cikin tsarin tattaunawa kyauta, ɗalibai daban-daban na iya samun ra'ayoyi daban-daban game da wannan batu, wanda ke ba ɗalibai dandamali don faɗaɗa tunaninsu. Haɓaka tunani mai ƙirƙira da ikon tunani mai ma'ana ta hanyar tunani mai ci gaba, da haɓaka ikon magana da baki da ruhin ƙungiya ta hanyar sadarwa tsakanin abokan aji [12]. Mafi mahimmanci, koyar da PBL yana ba ɗalibai damar fahimtar yadda ake bincika, tsara da amfani da ilimin da ya dace, ƙware hanyoyin koyarwa daidai da inganta ƙwarewarsu ta gabaɗaya [13]. A lokacin bincikenmu, mun gano cewa ɗalibai sun fi sha'awar koyon yadda ake amfani da manhajar daukar hoto ta 3D fiye da fahimtar ra'ayoyin likitanci masu ban sha'awa daga littattafan karatu, don haka a cikin bincikenmu, ɗaliban da ke cikin rukunin gwaji suna da sha'awar shiga cikin tsarin koyo. sun fi ƙungiyar kulawa. Malamai ya kamata su ƙarfafa ɗalibai su yi magana da ƙarfin hali, su haɓaka wayar da kan ɗalibai game da batutuwa, kuma su ƙarfafa sha'awarsu wajen shiga cikin tattaunawa. Sakamakon gwajin ya nuna cewa, bisa ga ilimin ƙwaƙwalwar injiniya, aikin ɗalibai a cikin rukunin gwaji ya yi ƙasa da na ƙungiyar kulawa, duk da haka, a kan nazarin wani lamari na asibiti, wanda ke buƙatar amfani da ilimin da ya dace, aikin ɗalibai a cikin rukunin gwaji ya fi kyau fiye da na ƙungiyar kulawa, wanda ke jaddada alaƙar da ke tsakanin 3DV da ƙungiyar kulawa. Fa'idodin haɗa magungunan gargajiya. Hanyar koyarwa ta PBL tana nufin haɓaka iyawar ɗalibai gaba ɗaya.
Koyar da ilimin halittar jiki shine babban abin da ke cikin koyarwar asibiti ta tiyatar kashin baya. Saboda tsarin kashin baya mai rikitarwa da kuma gaskiyar cewa tiyatar ta shafi muhimman kyallen jiki kamar kashin baya, jijiyoyin kashin baya, da jijiyoyin jini, ɗalibai suna buƙatar samun tunanin sarari domin su koya. A da, ɗalibai suna amfani da hotuna masu girma biyu kamar zane-zanen littattafai da hotunan bidiyo don bayyana ilimin da ya dace, amma duk da wannan adadin kayan, ɗalibai ba su da fahimta mai zurfi da girma uku a wannan fanni, wanda ya haifar da wahalar fahimta. Ganin irin waɗannan siffofi masu rikitarwa na ilimin halittar kashin baya, kamar alaƙar da ke tsakanin jijiyoyin kashin baya da sassan jikin ƙashin baya, don wasu muhimman abubuwa masu wahala, kamar halayyar da rarraba karyewar ƙashin baya na mahaifa. Dalibai da yawa sun ba da rahoton cewa abubuwan da ke cikin tiyatar kashin baya ba su da ma'ana, kuma ba za su iya fahimtar su sosai ba yayin karatunsu, kuma ana manta da ilimin da aka koya jim kaɗan bayan aji, wanda ke haifar da matsaloli a cikin aiki na gaske.
Ta amfani da fasahar gani ta 3D, marubucin ya gabatar wa ɗalibai da hotuna masu haske na 3D, waɗanda sassa daban-daban ke wakilta da launuka daban-daban. Godiya ga ayyuka kamar juyawa, ƙima da bayyanawa, ana iya kallon samfurin kashin baya da hotunan CT a cikin yadudduka. Ba wai kawai za a iya ganin siffofin jikin ƙashin baya a sarari ba, har ma da ƙarfafa sha'awar ɗalibai don samun hoton CT mai ban sha'awa na kashin baya. da kuma ƙara ƙarfafa ilimi a fagen gani. Ba kamar samfuran da kayan aikin koyarwa da aka yi amfani da su a baya ba, aikin sarrafawa mai haske zai iya magance matsalar toshewar yadda ya kamata, kuma ya fi dacewa ga ɗalibai su lura da kyakkyawan tsarin jiki da alkiblar jijiya mai rikitarwa, musamman ga masu farawa. Dalibai za su iya yin aiki cikin 'yanci matuƙar sun kawo kwamfutocinsu, kuma da wuya a sami wasu kuɗaɗen da ke da alaƙa. Wannan hanyar ita ce madadin horo na gargajiya ta amfani da hotuna na 2D [14]. A cikin wannan binciken, ƙungiyar kulawa ta yi aiki mafi kyau akan tambayoyi masu ma'ana, yana nuna cewa ba za a iya musanta samfurin koyarwar lacca gaba ɗaya ba kuma har yanzu yana da wasu ƙima a cikin koyarwar asibiti ta tiyatar kashin baya. Wannan binciken ya sa muka yi la'akari da ko za mu haɗa yanayin koyo na gargajiya da yanayin koyo na PBL wanda aka inganta tare da fasahar gani ta 3D, wanda ke niyya ga nau'ikan jarrabawa daban-daban da ɗalibai na matakai daban-daban, domin haɓaka tasirin ilimi. Duk da haka, ba a fayyace ko za a iya haɗa waɗannan hanyoyin guda biyu da kuma ko ɗalibai za su yarda da irin wannan haɗin kai ba, wanda zai iya zama alkibla ga bincike na gaba. Wannan binciken kuma yana fuskantar wasu rashin amfani kamar yiwuwar nuna son kai lokacin da ɗalibai suka kammala tambayoyi bayan sun fahimci cewa za su shiga cikin sabon tsarin ilimi. Ana aiwatar da wannan gwajin koyarwa ne kawai a cikin mahallin tiyatar kashin baya kuma ana buƙatar ƙarin gwaji idan za a iya amfani da shi ga koyar da duk fannoni na tiyata.
Muna haɗa fasahar daukar hoto ta 3D tare da yanayin horo na PBL, muna shawo kan iyakokin yanayin horo na gargajiya da kayan aikin koyarwa, kuma muna nazarin aikace-aikacen wannan haɗin gwiwa a cikin horon gwaji na asibiti a cikin tiyatar kashin baya. Idan aka yi la'akari da sakamakon gwaji, sakamakon gwajin da ɗaliban ƙungiyar gwaji suka yi ya fi na ɗaliban ƙungiyar kulawa (P < 0.05), kuma ilimin ƙwararru da gamsuwa da darussan ɗaliban ƙungiyar gwaji suma sun fi na ɗaliban ƙungiyar gwaji. ƙungiyar kulawa (P < 0.05). Sakamakon binciken tambayoyin ya fi na ƙungiyar kulawa (P < 0.05). Don haka, gwaje-gwajenmu sun tabbatar da cewa haɗin fasahar PBL da 3DV yana da amfani wajen ba wa ɗalibai damar yin tunani na asibiti, samun ilimin ƙwararru, da kuma ƙara sha'awarsu ga koyo.
Haɗin fasahar PBL da 3DV zai iya inganta ingancin aikin likitanci na ɗaliban likitanci a fannin tiyatar kashin baya, haɓaka ingancin koyo da sha'awar ɗalibai, da kuma taimakawa wajen haɓaka tunanin asibiti na ɗalibai. Fasahar daukar hoto ta 3D tana da fa'idodi masu yawa wajen koyar da ilimin halittar jiki, kuma tasirin koyarwa gabaɗaya ya fi na gargajiya kyau.
Bayanan da aka yi amfani da su da/ko aka yi nazari a kansu a cikin binciken na yanzu suna samuwa daga marubutan da suka dace idan aka buƙata. Ba mu da izinin ɗabi'a na loda bayanan zuwa ma'ajiyar bayanai. Lura cewa an ɓoye duk bayanan binciken don dalilan sirri.
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Duk marubuta sun ba da gudummawa ga manufar da kuma tsara binciken. Sun Maji, Chu Fuchao da Feng Yuan ne suka gudanar da shirye-shiryen kayan aiki, tattara bayanai da kuma nazarinsu. Chunjiu Gao ne ya rubuta daftarin farko na rubutun, kuma duk marubutan sun yi tsokaci kan sigar da ta gabata ta rubutun. Marubutan sun karanta kuma sun amince da rubutun ƙarshe.
Kwamitin Ɗabi'un Asibiti Mai Haɗaka da Jami'ar Likitanci ta Xuzhou (XYFY2017-JS029-01) ya amince da wannan binciken. Duk mahalarta sun ba da izini kafin a gudanar da binciken, dukkan waɗanda suka halarci taron manya ne masu lafiya, kuma binciken bai karya Sanarwar Helsinki ba. Tabbatar cewa an yi duk hanyoyin bisa ga jagororin da ƙa'idodi masu dacewa.
Springer Nature ta kasance tsaka-tsaki a kan da'awar da ake yi a cikin taswirorin da aka buga da kuma alaƙar hukumomi.
Buɗaɗɗen shiga. An rarraba wannan labarin a ƙarƙashin Lasisin Ƙasa da Ƙasa na Creative Commons Attribution 4.0, wanda ke ba da izinin amfani, rabawa, daidaitawa, rarrabawa, da kuma sake bugawa a kowane matsakaici da tsari, muddin kun ba wa marubucin asali da tushensa lamuni, muddin an haɗa lasisin Creative Commons kuma an nuna ko an yi canje-canje. Hotuna ko wasu kayan ɓangare na uku a cikin wannan labarin an haɗa su a ƙarƙashin lasisin Creative Commons don wannan labarin, sai dai idan an lura da akasin haka a cikin rarraba kayan. Idan kayan bai haɗa da lasisin Creative Commons na labarin ba kuma ba a ba da izinin amfani da aka yi niyya ta doka ko ƙa'ida ba ko kuma ya wuce izinin amfani, kuna buƙatar samun izini kai tsaye daga mai haƙƙin mallaka. Don duba kwafin wannan lasisin, ziyarci http://creativecommons.org/licenses/by/4.0/. Bayanin haƙƙin mallaka na jama'a na Creative Commons (http://creativecommons.org/publicdomain/zero/1.0/) ya shafi bayanan da aka bayar a cikin wannan labarin, sai dai idan an lura da akasin haka a cikin marubucin bayanan.
Sun Ming, Chu Fang, Gao Cheng, da sauransu. Hoton 3D tare da samfurin koyo bisa ga matsala wajen koyar da tiyatar kashin baya BMC Medical Education 22, 840 (2022). https://doi.org/10.1186/s12909-022-03931-5
Ta amfani da wannan rukunin yanar gizon, kun yarda da Sharuɗɗan Amfaninmu, haƙƙin sirrinku na jihar Amurka, Bayanin Sirri da Manufar Kukis. Zaɓuɓɓukan Sirrinku / Sarrafa Kukis ɗin da Muke Amfani da su a Cibiyar Saiti.
Lokacin Saƙo: Satumba-04-2023