Currently, the application rate of virtual reality technology in the fields of medical education and medical treatment is relatively low. In this study, based on the structure of the human stomach, virtual reality technology, sensing technology, big data technology, and cloud computing technology were integrated. A new form of medical education was established to include the online website platform for data storage and analysis and the offline VR glasses for the physical operation. Through the use of 3d Max technology, Unity3D technology, and C# language, we constructed a three-dimensional model of the human stomach to present the stomach in three dimensions. This enables the users to immerse in it to achieve true human-computer interactive learning. This study updates the concept of medical education, effectively improves the quality and efficiency of medical education, and facilitates the development of surgical programs and reduction in the risk of surgery, as well as provides experimental materials for scientific research. In the future, it can be further developed to include the three-dimensional structures of the circulatory system and other major systems in the human body.

Abstract This paper takes "situational simulation hospital practice and testing" as the teaching content, gamification as the innovative breakthrough point, and mobile learning as the goal, organically combines games and medicine, establishes a new student-centered learning model, and develops a mobile learning product in line with the development trend of "Internet + education." The mobile learning products conform to the development trend of "Internet+education," integrate game elements (such as problem situations, challenges, role-playing, instant evaluation, etc.) into teaching, provide learners with rewards, challenges, and success experiences that are lacking in the real world, create a variety of pleasant learning situations that are conducive to the input experience, make learners "learn in entertainment, learn in It is dedicated to serving medical students and medical workers, providing learners with an adaptive, fragmented and gamified mobile learning environment, realizing an innovative attempt to achieve student-centered and education 4.0, providing them with a new mode of hospital teaching experience by conducting "situational simulation of hospital practice and testing" on mobile terminals for teaching content, etc. The system is designed and finally implemented through the teaching content of "simulated hospital practice and test" on mobile terminals, which is a new attempt in the modern medical teaching field of gamified mobile learning.

文章以"情景化模拟医院实习与测试"为教学内容,游戏化为创新的突破点,移动端学习为实现目标,将游戏和医学有机结合,建立以学生为中心的新型学习模式,开发符合"互联网+教育"发展趋势的移动端学习产品,将游戏元素(如问题情境、挑战、角色扮演、即时评价等)融入教学中,提供学习者在现实世界中匮乏的奖励、挑战和成功体验,营造多种有利于投入体验的愉悦学习情境,使学习者"在娱乐中学习,在学习中娱乐",致力于服务医学生与医务工作者,为学习者提供自适应性、碎片化和游戏化的移动学习环境,实现以学生为核心和教育 4.0 的一种创新性尝试,为他们提供一种新的医院教学体验模式,通过在移动终端上进行"情景化模拟医院实习与测试"为教学内容等系统操作设计并最终实现运行,在现代医学教学领域游戏化移动学习中进行一种新的尝试.

目的 探究对冠心病患者实施行为护理干预开展临床护理的应用价值.方法 在2017年1月—2018年2月时间段内,在我院接受治疗的冠心病患者中,选择86例为研究对象,并使用随机数字表法将入选研究对象均分为各43例的常规组与观察组,常规组与观察组的临床护理方案分别为常规护理、行为护理干预,将两组的依从性、并发症发生率对比.结果 经过护理后,观察组的用药、饮食、生活行为以及体育锻炼依从性高于常规组,护理满意度较常规组高,且并发症发生率远低于常规组,组间差异有统计学意义(P<0.05).结论 采用行为护理干预为冠心病患者开展临床护理,可增强患者健康行为依从性,提高患者满意度.