手术模拟培训教学在泌尿外科教学中的应用

Application of Simulation Surgery Training in the Teaching Process of Urinary Surgery

目的探讨应用手术模拟培训教学是否可以提高泌尿外科教学质量。方法选取来我院泌尿外科实习学生100名作为研究对象。将其随机分为两组,实验组和对照组。实验组采用手术模拟培训教学法,对照组采用传统教学法,每组各50名,实习时间为1个月,实习期满后均参加出科考试,并对实验组学生进行手术模拟培训教学法满意度调查问卷,了解学生对新教学方式的评价。结果实验组50名学生多数学生认为手术模拟教学方式直观、新颖、有趣,对相关知识更易于理解,能够真正理解手术的技巧和真谛,能够激发他们学习的主动性,优于传统的泌尿系授课方式。但少数学生觉得手术模拟教学方式器械较少,轮流操作相对浪费时间。实验组出科考试成绩为(79.22±8.97)分,对照组出科考试成绩为(71.34±9.51)分,组间数据对比,差异具有统计学意义(P<0.05)。结论手术模拟培训教学法在泌尿外科教学中取得较好的教学效果。

Objective To discuss whether simulation surgical training(sim surgical training) can improve the teaching quality of department of urology. Methods 100 interns in the department of urology were selected as the study objects and were randomly divided into two groups, the experimental group and the control group, 50 people in each group. The experimental group adopted stimulation surgical training, while the control group adopted traditional teaching methods, practice time for 1 month after the end of their internship, students are participated in the examination, and questionnaires are given to the experimental group regarding their satisfaction of the simulation surgical training, and to understand the students' evaluation of the new teaching methods. Results Most of the 50 students in the experimental group think that the simulation surgical training is novel and interesting. It is easier to understand the relevant knowledge and better understanding the concept of surgical practices, and stimulate the initiative of learning, which is superior to the traditional Urology teaching methods. But a few students felt that the simulation surgical training is lacking in resources and equipment, and rotational operation is relatively time consuming. The testing results of experimental group was(79.22±8.97) points and that of the control group was(71.34±9.51) points, the difference was statistically significant(P<0.05). Conclusion Simulation surgical training teaching methods has achieved better teaching effect in department of urology.