高保真仿真模型在下尿路损伤教学中的应用研究

目的 评价高保真仿真模型应用于下尿路损伤教学的效果。方法 选取50名本校学生作为研究对象。随机分入对照组和试验组,对照组学生接受传统授课模式（PPT讲解+影像资料观看）,内容包括下尿路解剖、下尿路损伤外科基础及下尿路损伤手术术式;试验组学生接受仿真模型辅助下的授课模式（主要包含仿真模型的观摩及操作体验）;授课时间为4课时（40 min/课时）,培训结束后对两组学生进行理论考核及问卷调查。采用SPSS 26.0进行t检验和χ²检验 。结果 试验组和对照组学生理论考核总成绩分别为（36.80±4.00）分、（33.12±3.62）分,差异具有统计学意义（P<0.05）;问卷调查结果显示,试验组学生在理论知识掌握、临床操作和早期治疗、手术流程和关键步骤等部分自评均优于对照组,差异有统计学意义。结论 与传统教学相比,应用高保真仿真模型进行授课可提高学生学习解剖知识及手术操作流程的效率,促进下尿路损伤中重难点知识的掌握,具有推广价值。

Application of high-fidelity simulation model in the teaching of lower urinary tract injury

Objective To evaluate the effect of applying high-fidelity simulation model in the teaching of lower urinary tract injury.Methods A total of 50 junior medical students majoring in clinical medicine were enrolled. They were randomly assigned to the control group or the experimental group. The students in the control group were taught using the traditional method involving PPT presentation and videos on lower urinary tract anatomy, surgical basis of lower urinary tract injury, and operative methods for lower urinary tract injury. The students in the experimental group were taught using the simulation model for observation and related operation. After four class hours (40 minutes/class hour) of teaching, the students in the two groups were subjected to theoretical assessment and questionnaire survey. The differences between the two groups were compared and analyzed using the t and χ² tests in SPSS 26.0.Results The total scores of theoretical assessment were (36.80±4.00) and (33.12±3.62) in the experimental group and the control group, respectively, and the difference was significant (P<0.05). The results of the questionnaire showed that the self-evaluation of the experimental group was better than that of the control group in the mastery of theoretical knowledge, clinical operation, early treatment, operation process, and key steps, and the differences were statistically significant (P<0.05).Conclusions Compared with the traditional teaching method, the high-fidelity simulation model improves the efficiency of learning anatomy knowledge and operation process, and promotes the mastery of important and difficult knowledge in lower urinary tract injury. This method merits popularization.