加速康复外科多元化教学在西藏自治区麻醉教学中的探索与实践

目的调查加速康复外科(ERAS)多元化教学应用于西藏自治区麻醉教学的效果。方法对24名西藏自治区麻醉医生采用多元化ERAS教学,包括系统化、滚动式理论授课,以问题为中心分组查阅文献,以及临床实践与理论相结合的方式。以调查问卷评估教学效果,对ERAS理念的认知程度评分满分为50分。结果通过ERAS多元化教学,西藏自治区麻醉医生对ERAS理念的认知程度评分25分以上者,教学前为10人(41.6%),教学后增加至21人(87.5%)(P<0.001)。ERAS多个单项的认知得分明显提高。教学后麻醉医生在临床中应用ERAS理念的比例,在临床中实践ERAS理念的意愿,以及接受ERAS相关教育的意愿均明显提升(P<0.05)。结论在西藏自治区进行ERAS多元化教学具有良好教学效果,显著提高了麻醉医生对ERAS的认知力、临床实践力和学习积极性,探索了一条可行的ERAS教学之路。

Exploration and practice of diversity pedagogy on enhanced recovery after surgery(ERAS)in clinical training of anesthesiology performed in Tibet Autonomous Region

Objective To investigate the effect of diversity pedagogy on enhanced recovery after surgery(ERAS)in anesthesiology training in Tibet Autonomous Region.Methods Twenty-four anesthesiologists from Tibet Autonomous Region received diversity pedagogy education on ERAS,including systematic and rolling theory teaching,question-centered group literature review,and the combination of clinical practice.The teaching effect was evaluated by questionnaire.And the full score for the cognition degree of ERAS was 50.Results The number of anesthesiologists scored 25 or more of the cognition degree on ERAS was increased from 10(41.6%)to 21(87.5%)after ERAS teaching among anesthesiologists in Tibet Autonomous Region(P<0.001),with the scores of several aspects of ERAS improved significantly.The proportion of anesthesiologists applying ERAS in clinical practice,willing to practice ERAS,and desiring ERAS education were all increased significantly(P<0.05).ConclusionsThe diversity pedagogy teaching of ERAS showed excellent learning outcomes in terms of improvement of the cogni-tion degree,clinical practice and learning enthusiasm of ERAS among anesthesiologists in Tibet Autonomous Region.So this pedagogy is a feasible education method in the training about ERAS.