Computational fluid science curriculum reform on students with obsessive-compulsive disorder

Abstract

Background Computational fluid science, as an interdisciplinary field, plays an increasingly important role in modern engineering and scientific fields. With the rapid development of technology and the gradual reform of education, the teaching methods and content of computational fluid science courses should also be updated to meet the needs of different student groups. Students with obsessive-compulsive disorder (OCD) may face specific psychological and cognitive challenges during their learning process, which may affect their understanding and mastery of the knowledge in computational fluid science. The research aims to explore the specific impact of computational fluid science curriculum reform on OCD students and provide targeted suggestions for educators to better meet the learning needs of these students. Subjects and Methods The study randomly divided 106 college students with OCD into an experimental group and a control group with same number in each. The control group received routine teaching; The experimental group was taught on the basis of a curriculum reform of computational fluid science. The study used the Yale Brown Obsessive Compulsive Scale (Y-BOCS) to assess the degree of changes in students’ obsessive-compulsive disorder. Results In the measurement before the experiment, the degree of students’ OCD symptoms was relatively severe, but the difference between the two groups was not significant ( P >0.05). After the experiment, the degree of obsessive-compulsive disorder in the experimental group was significantly improved and significantly lower than that in the control group ( P <0.05). Conclusions The curriculum reform of computational fluid science can effectively alleviate students’ OCD symptoms and improve their learning outcomes. Acknowledgement The research is supported by: Leshan City Science and Technology Bureau key research project (No.21GZD029).