虚拟现实和三维多面教育方法的比较,用于学生学习圆束计算机断层扫描的解释
Duy Bui1, Erika Benavides2, Fabiana Soki2
1Department of Orthodontics and Pediatric Dentistry, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA.
Journal of dental education
|June 28, 2024
概括
虚拟现实 (VR) 和多平面 (MP) 重建对于教导束计算机断层扫描 (CBCT) 解释同样有效. 虚拟现实为牙科学生提供了增强的现实性和参与度,减少了牙科学生的分心.
科学领域:
- 牙科教育 牙科教育
- 医学成像技术 医学成像技术
- 圆束计算机断层扫描 (CBCT)
背景情况:
- 圆束计算机断层扫描 (CBCT) 解释是牙科专业人员的关键技能.
- 传统的CBCT解释培训方法可能在参与和可视化方面存在局限性.
- 沉浸式虚拟现实 (VR) 为医学教育提供了一种新的方法.
研究的目的:
- 为了比较沉浸式虚拟现实 (VR) 与三维多平面 (MP) 重建的有效性,用于向牙科学生教授CBCT解释.
- 为了评估学生的学习成果和主观经验与两个教育模式.
主要方法:
- 60名一年级牙科学生被随机分配到VR和MP组进行CBCT解释教育干预.
- 通过使用多项选择问卷 (MCQ) 评估学习,这些问卷在干预之前,干预后立即和干预后2周进行.
- 主观数据是通过前/后调查,NASA任务负载指数 (NASA-TLX) 和存在问卷收集的.
主要成果:
- 无论是VR和MP组都显示了测试性能和从干预前到干预后的回忆显著改善.
- 在干预后2周,两组之间没有观察到MCQ表现的显著差异.
- 与MP组相比,VR组报告了显著更高的现实主义,参与度和更低的分心,同时增加了与MP组相比的身体需求.
结论:
- 虚拟现实 (VR) 与传统的多平面 (MP) 方法一样有效,用于学习形束计算断层扫描 (CBCT) 解释.
- 虚拟现实教育干预提供了额外的好处,包括增加学生参与,增强现实主义,减少分心.
- 虚拟现实技术显示出改善牙科教育的希望,在解释复杂的成像数据方面.
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