Department of Imaging, Yi-Ji Shan Hospital, Wannan Medical College, Zheshan West Road on the 2nd, Wuhu, 241000, Anhui, China.
Hewanlan digital S T CO.LTD, Shuihu Road on Room204 First building, HeFei, 230000, Anhui, China.
BMC Med Educ. 2021 Apr 6;21(1):194. doi: 10.1186/s12909-021-02620-z.
We combined anatomy with imaging, transformed the 2D information of various imaging techniques into 3D information, and form the assessment system of real medical imaging cases in order to make up for the deficiencies in the current teaching of the medical imaging technology students.
A total of 460 medical imaging students were selected and randomly divided into two groups. The research group received the teaching of the fusion of the original CT and MR data 3D model and the original image combined with 3D anatomical image. CT and MRI data are imported through load DICOM of 3D slicer. Different tissues and organs are segmented by threshold and watershed algorithm of segment editor module. Models are exported through export / import models and label maps in segmentation. Save the NHDR file of the original data and Obj file of the corresponding model through save the NHDR and corresponding Obj files are loaded into probe 1.0 software. The software can give different colors to the three-dimensional models of different organs or tissues to display the stereo models and related data, and display the hook edges of organ models on coronal, sagittal and axial images. At the same time, annotation can be established in the corresponding anatomical position. Finally, it can be saved as a single file of Hwl, and the teaching can be opened at any time through the program of probe 1.0. Statistical analysis Academic self-efficacy scale and Self-directed learning ability scale was adopted by self-directed learning evaluation scale between two groups.
Compare the theoretical scores and case analysis scores of the two groups. The scores of the study and control groups were significantly higher than those of the control group. Before the experiment, no significant difference was detected in the self-efficacy of learning ability and learning behavior between the two groups, while after the experiment, these differences between the two groups were statistically significan. Moreover, the learning ability self-efficacy and learning behavior of the two groups of students after the experiment was significantly higher than that before the experiment. The self-efficacy of the learning behavior of the control group was higher after the experiment than that before the experiment, albeit the difference was not statistically significant.
The modern, information-based and humanized experimental teaching mode will be constantly improved under the support of PACS system in order to optimize the medical imaging teaching activities for the development of modern medical education.
我们将解剖学与影像学相结合，将各种影像学技术的二维信息转化为三维信息，并形成真实医学影像病例的评估系统，以弥补目前医学影像学技术学生教学的不足。
选取 460 名医学影像学学生，随机分为两组。实验组接受原始 CT 和 MR 数据 3D 模型与原始图像结合的 3D 解剖图像融合教学。通过 3D slicer 的加载 DICOM 导入 CT 和 MRI 数据。通过分割编辑器模块的阈值和分水岭算法对不同的组织和器官进行分割。通过分割中的导出/导入模型和标签图导出模型。通过保存原始数据的 NHDR 文件和相应模型的 Obj 文件保存相应的 Obj 文件。将原始数据的 NHDR 文件和相应模型的 Obj 文件加载到探针 1.0 软件中。该软件可以为不同的组织或器官的三维模型赋予不同的颜色，以显示立体模型和相关数据，并在冠状、矢状和轴位图像上显示器官模型的钩边。同时，可以在相应的解剖位置建立注释。最后，可以将其保存为单个 Hwl 文件，并且可以通过探针 1.0 的程序随时打开单个文件。采用自我导向学习评价量表对两组进行学术自我效能量表和自我导向学习能力量表的统计分析。
比较两组的理论成绩和案例分析成绩。实验组的分数明显高于对照组。实验前，两组学习能力和学习行为的自我效能感无显著性差异，实验后两组间差异有统计学意义。而且，两组学生实验后的学习能力自我效能感和学习行为明显高于实验前。实验组学生实验后的学习行为自我效能感高于实验前，但差异无统计学意义。
在 PACS 系统的支持下，不断完善现代、信息化、人性化的实验教学模式，优化医学影像教学活动，为现代医学教育的发展服务。
