[1]叶欣,陆君阳,韩显,等.不同培训频率对腹腔镜模拟培训初学者训练效果的影响[J].中国微创外科杂志,2017,17(6):553-556.
　Ye Xin,Lu Junyang,Han Xianlin,et al.Impact of Different Training Frequency on Training Effects of Simulation-based Laparoscopic Training Curriculum for Beginners[J].Chinese Journal of Minimally Invasive Surgery,2017,17(6):553-556.
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不同培训频率对腹腔镜模拟培训初学者训练效果的影响()
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《中国微创外科杂志》[ISSN:1009-6604/CN:11-4526/R]

卷:
17
期数:
2017年6期
页码:
553-556
栏目:
培训园地
出版日期:
2017-06-30

文章信息/Info

Title:
Impact of Different Training Frequency on Training Effects of Simulation-based Laparoscopic Training Curriculum for Beginners
作者:
叶欣; 陆君阳; 韩显; 林蔺晨; 徐徕; 吴昕; 徐沛然; 肖毅**
中国医学科学院北京协和医学院北京协和医院基本外科，北京100730
Author(s):
Ye Xin;  Lu Junyang;  Han Xianlin;  et al.
Department of General Surgery, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing 100730, China
关键词:
腹腔镜模拟培训; 外科学教学
Keywords:
Simulation-based laparoscopic training; Surgical teaching
文献标志码:
B
摘要:
目的探讨在持续1个月的培训课程中，不同培训频率对腹腔镜模拟操作初学者训练效果的影响。方法2015年11月~2016年3月将69名五年级医学生随机分成3组，分别是每周培训2次（A组）、每周培训1次（B组）、2周培训1次（C组），每次培训内容包括缝合打结和夹持传递训练。在第1次接受培训前和完成全部培训计划后各进行一次考核评分。比较培训前后各组评分的差异，以及培训后各组之间评分的差异。结果无论是缝合打结还是夹持传递，A、B、C 3组培训后的操作质量评分均明显高于培训前（均P<0.05），操作完成时间均明显短于培训前（均P<0.05）。缝合打结的操作质量评分培训后3组间比较差异有统计学意义（F=37.637，P=0.000），其中A组明显高于B组（P=0.002），B组明显高于C组（P=0.000）。缝合打结的操作完成时间培训后3组间比较差异有统计学意义（F=11.267，P=0.000），其中A组明显短于B组（P=0.033），B组明显短于C组（P=0.013）。夹持传递的操作质量评分培训后3组间比较差异有统计学意义（F=14878，P=0.000），其中A组与B组差异无统计学意义（P=0.718），A组明显高于C组（P=0.000），B组明显高于C组（P=0.000）。夹持传递的操作完成时间培训后3组间比较差异有统计学意义（F=4.238，P=0.019），其中A、B组差异无统计学意义（P=0.686），A组明显短于C组（P=0.009），B组明显短于C组（P=0.025）。掉落豆子数目培训后3组间比较差异无统计学意义（χ2=3.369，P=0.186）。结论持续1个月的腹腔镜模拟培训箱课程可明显改善初学者的腹腔镜操作技能水平。随着培训频率的增加，培训效果越好。每周1次的培训效果在夹持传递训练中与每周2次效果相当。结合受训者及教辅人员的时间精力花费等实际情况，每周1次的培训频率可能更值得推广。
Abstract:
ObjectiveTo investigate the impact of different training frequency on the training effects of simulation-based laparoscopic training curriculum for one month for beginners.MethodsA total of 69 medical students in grade five receiving simulation-based laparoscopic training curriculum were randomly divided into three groups, including group A receiving training twice a week, group B once a week and group C once two weeks. Each training included suturing with knotting and clamping with delivering. All the students received assessment before and after the curriculum. The assessment scores after the curriculum were compared to before in each group. The assessment scores after the curriculum were also compared among the three groups.ResultsIn the assessment of suturing with knotting and clamping with delivering, the scores of performance quality after the curriculum were significantly higher than before in all three groups (P<0.05 in all groups) and the finish time after the curriculum was significantly shorter than before in all the groups (P<0.05 in all groups). In the assessment of suturing with knotting, the scores after the curriculum were significantly different among the three groups (F=37.637, P=0.000). The scores of group A were significantly higher than that of group B (P=0.002) and group B significantly higher than group C (P=0.000). The finish time after the curriculum was significantly different among the three groups (F=11.267, P=0.000). The finish time of group A was significantly shorter than group B (P=0.033) and group B significantly shorter than group C (P=0.013). In the assessment of clamping with delivering, the scores after the curriculum were significantly different among the three groups (F=14.878, P=0.000). There was no significant difference between the scores of group A and group B (P=0718). The score of group A was significantly higher than group C (P=0.000) and group B significantly higher than group C (P=0.000). The finish time after the curriculum was significantly different among the three groups (F=4.238, P=0.019). There was no significant difference in the finish time between group A and group B (P=0.686). The finish time of group A was significantly shorter than that of group C (P=0.009) and group B significantly shorter than group C (P=0.025). There was no significant difference among the numbers of falling beans after the curriculum of the three groups (χ2=3.369, P=0.186).ConclusionsThe simulation-based laparoscopic training curriculum for one month can improve the beginners’ laparoscopic skills. The training effect becomes better with the increased training frequency. There was no significant difference between the assessments of group A and B in clamping with delivering. So the frequency of once a week can be accepted in practice in consideration of the time cost of the instructors and trainees.

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备注/Memo

备注/Memo:
基金项目：2015年北京协和医学院教育教学改革立项项目（项目编号：2015zlgc0114）**通讯作者，E-mail: xiaoy@pumch.cn
更新日期/Last Update: 2017-09-21