颅底3D CT重建在疼痛科微创治疗 临床教学中的应用研究

Application of 3D CT reconstruction of skull base in clinical teaching of minimally invasive treatment in pain department

摘要:

目的： 评价颅底3D CT重建在疼痛科微创治疗临床教学中的应用效果。方法： 选取2021年3月至2022年8月南京大学医学院附属鼓楼医院疼痛科34名进修医师为研究对象，其中男26名，女8名，将性别相同、年龄相似的配对成17组，每组两名成员随机分配到对照组和实验组。对照组采用传统教学模式进行经卵圆孔及圆孔三叉神经微创治疗临床教学，而实验组在传统教学模式的基础上增加了颅底3D CT重建辅助教学。对所有进修医生进行10例教学后，进行考试，并采用问卷调查进修医生对教学质量和满意度的评价。根据评分进行统计学分析。结果： 与对照组相比，实验组进修医生的考核分数、教学质量评分、教学满意度评分均有显著提高（P<0.05）。结论： 颅底3D CT重建在疼痛科微创治疗教学中的应用，可以显著提高进修医师的临床操作技能，提高进修医师对临床教学工作的满意度，帮助他们建立立体思维，并增强其学习兴趣，值得进一步推广和应用。

Abstract:

Objective: To evaluate the application effect of 3D CT reconstruction of skull base in clinical teaching of minimally invasive treatment in pain department. Methods: From March 2021 to August 2022, 34 refresher physicians from the Department of Pain in Drum Tower Hospital Affiliated to Nanjing University School of Medicine were selected as the research objects, including 26 males and 8 females, 17 groups with same gender and similar age were matched, and two members in each group were randomly assigned to the control group and the experimental group. The control group used the traditional teaching mode for clinical teaching of minimally invasive treatment of the trigeminal nerve through the foramen ovale and foramen rotundum, while the experimental group added 3D CT reconstruction of the skull base on the basis of the traditional teaching mode. After 10 cases of teaching for each refresher physician, examinations were conducted, and questionnaires were used to investigate the evaluation of the quality of teaching and satisfaction of the physicians. Statistical analysis was performed according to the scores. Results: Compared with the control group, the evaluation scores, teaching quality scores, and teaching satisfaction scores of advanced doctors in the experimental group were significantly improved (P<0.05). Conclusions: The application of 3D CT reconstruction of skull base in the teaching of minimally invasive treatment in pain department can significantly improve the clinical operation skills of refresher physicians and their satisfaction with clinical teaching work, help them establish three-dimensional thinking, and enhance their interest in learning. This teaching method deserves further promotion and application.