四步教学法在腹腔镜模拟器教学中的应用

目的 初步探讨“四步教学法”在腹腔镜模拟器临床教学中的应用效果。 方法 选择蚌埠医学院第一附属医院规培中心2019年5月—2019年12月进行腔镜技能模拟教学的临床医学规培生132名作为研究对象,采用随机数字表法分为对照组和实验组,每组各66名,对照组进行常规方法教学,实验组使用四步教学法教学。2组教学内容为腔镜下传递豆子、缝合打结、剪切图形三项基本模拟器操作,并在3周后进行考核,结合课堂反馈调查表进行教学效果的分析与比较。 结果 整体教学效果:实验组较对照组在客观评分(59.06±4.37)分vs.(57.39±4.45)分]、主观评分(19.73±1.36)分vs.(18.98±2.62)分]与总评分(78.79±4.40)分vs.(76.38±5.27)分]方面均具有优势,差异有统计学意义(均P<0.05)。考核分数评定等级实验组高于对照组,差异具有统计学意义(Z=2.093,P=0.036)。 结论 四步教学法在腹腔镜模拟器教学中的应用能够提升规培生腔镜基本技能的水平,值得在床教学中应用和推广。 

Application of four-step didactics in teaching of laparoscope simulator

Objective To explore the application effect of four-step didactics in teaching of laparoscope simulator. Methods Total 132 clinical medical doctors receiving standardized training in the Training Center of the First Affiliated Hospital of Bengbu Medical College from May to December 2019 were divided into control group(n=66) and experimental group(n=66) according to random number table. The control group were taught with conventional didactics, and the experimental group were taught with four-step didactics. The teaching contents included three basic operations:transferring beans, stitching knots and cutting graphics under endoscope simulator. Three weeks later, the assessment combined with the classroom feedback questionnaire for teaching effect were analyzed and compared. Results Compared with the control group, the experimental group had advantages in objective score(59.06±4.37) points vs.(57.39±4.45) points], subjective score(19.73±1.36) points vs.(18.98±2.62) points] and total score(78.79±4.40) points vs.(76.38±5.27) points], and the difference was statistically significant(P<0.05). The scores of the experimental group were significantly higher than those of the control group(Z=2.093, P=0.036). Conclusion The application of four-step didactics in laparoscopic simulator teaching can improve the basic skills, which is worth applying and popularizing in bed teaching.