| 王迪,李东林,罗卓荆,等.生成式人工智能在骨科临床教学中的应用研究.骨科,2025,16(5): 431-435. |
| 生成式人工智能在骨科临床教学中的应用研究 |
| Application of generative artificial intelligence in orthopedic clinical education |
| 投稿时间：2025-05-13 |
| DOI：10.3969/j.issn.1674-8573.2025.05.008 |
| 中文关键词: 生成式大模型 临床教学 教学质量 教学满意度 |
| 英文关键词: Generative artificial intelligence Clinical education Teaching quality Teaching satisfaction |
| 基金项目:空军军医大学教学研究课题项目（2024YB15） |
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| 中文摘要: |
| 目的 探讨生成式人工智能在骨科临床教学中的应用效果。方法 选取2024年4月至2025年1月期间在我院接受骨科临床教学的154名临床医学专业本科生作为研究对象，并随机将其分为试验组和对照组，每组各77人。对照组采用传统教学方法，试验组则在传统授课的基础上结合生成式人工智能进行辅助教学。课程结束后，对两组学生的理论考核成绩、综合实践考核成绩以及学习能力（通过自我导向学习评定量表进行评估）进行比较，并通过问卷调查收集学生对教学质量的满意度数据。结果 试验组学员在各项考核中的得分均显著高于对照组（P＜0.05）。理论考核，（79.10±7.88）分 vs. （75.19±7.83）分；病史采集，（22.40±2.62）分 vs. （19.31±2.66）分；体格检查，（21.52±2.84）分 vs. （19.64±2.86）分；影像学阅片，（22.42±2.98）分 vs. （19.70±3.13）分；治疗操作，（20.23±3.76）分 vs. （17.58±3.94）分。试验组学员的自我导向学习评定量表得分、对教学质量的满意度均优于对照组（P＜0.05）。结论 生成式人工智能辅助教学能够有效提升医学生对骨科基础知识和实践技能的掌握，增强学生的自我导向学习能力，并提高教学满意度。 |
| 英文摘要: |
| Objective To investigate the application effectiveness of generative artificial intelligence in orthopedic clinical education. Methods A total of 154 undergraduate clinical medicine students receiving orthopedic clinical training in our hospital from April 2024 to January 2025 were enrolled as research subjects. Participants were randomly allocated into experimental and control groups, with 77 participants each. The control group received traditional teaching methods, while the experimental group was exposed to combined traditional instruction and generative artificial intelligence-assisted teaching. After the intervention, the two groups were compared regarding theoretical examination scores, comprehensive practical assessment scores, learning capabilities (evaluated by the Self-Directed Learning Rating Scale), and teaching quality satisfaction through questionnaire surveys. Results Students in the experimental group demonstrated significantly higher assessment scores than the control group ［theoretical assessment, 79.10±7.88 vs. 75.19±7.83; history-taking, 22.40±2.62 vs. 19.31±2.66; physical examination, 21.52±2.84 vs. 19.64±2.86; imaging interpretation, 22.42±2.98 vs. 19.70±3.13; therapeutic procedures, 20.23±3.76 vs. 17.58±3.94］ (all P＜0.05). The experimental group also achieved superior scores on the Self-Directed Learning Rating Scale and reported higher satisfaction with teaching quality (P＜0.05). Conclusion Generative artificial intelligence-assisted instruction effectively enhances medical students’ mastery of fundamental orthopedic knowledge and clinical skills, improves self-directed learning capabilities, and increases teaching satisfaction. |
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