气管插管训练模型构造对教学效果的影响

Effect of the structure and performance of tracheal intubation modelon teaching effect

目的研究气管插管功能训练模型的构造与性能对教学效果的影响。方法将不同构造的三款气管插管训练模型命名为M1、M2和M3,并且选择五年级医学生91名,首先统一进行30min的气管插管理论学习并考试,之后随机分A、B、C三组,分别在M1、M2和M3模型上训练90min,并在各自训练模型上进行操作考核,即训练与考核同款模型,记录成绩。之后更换模型,在其他两款模型上进行第2、3次考核,比较三次成绩。1个月后再次进行理论与操作考核。同时学生与教员分别填写对模型的评价量表。结果①三组学生人数(31、28、32)及性别构成(男/女:10/21、9/19、12/20)差异无统计学意义;训练前理论考试分数差异无统计学意义。②操作考核。第1次考核成绩,在M1模型上训练的A组得分明显低于其他两组,差异有统计学意义;更换模型后第2、3次考核,A组成绩明显高于其他两组,差异有统计学意义。③1个月后再次进行操作考核,A组得分(85.46±8.02)明显高于B组(78.35±10.11)和C组(79.48±9.13),差异有统计学意义。④学生及教员对三组模型评价结果。M1组得分4(4.00,5.00)、5(4.63,5.00)明显高于B组3(3.00,4.00)、2.25(2.00,2.50)和C组3(2.00,3.00)、2(2.00,2.25),差异有统计学意义。结论气管插管功能训练性模型构造及性能对教学效果有影响。

Objective To study the influence of the structure and performance of tracheal intubation model on teaching effect. Methods Three models of tracheal intubation with different structures were named M1, M2 and M3. A total of 91 medical students of grade 5 were enrolled, divided randomly into group A, B and C after theoretical knowledge learning of 30 minutes and examination, rained respectively on the M1, M2 and M3 for 90 minutes, and then evaluated. The models were changed within the three groups and students were then trained and evaluated for the second time. Comparison of the results was performed among the three groups. After one month, group A, B and C received examination and evaluation again. Students and instructors were asked to fill in the rating scale for M1, M2 and M3. Results ①No statistically significant differences were found in the number (31, 28, 32), gender (male/female, 10/21, 9/19, 12/20) and the pre-training test score of the students among the three groups.②The score of the first evaluation on M1 was significantly lower in group A than in group B and C, while the scores of the second and third examination were significantly higher in group A than in the other two groups.③The score after one month was significantly higher in group A than in group B and C.④M1 scores (4, 5;4.63, 5) were significantly higher than those in group B (3, 4;2, 2.5) and group C (2, 3;2, 2.25). Conclusion The structure and performance of the training model of tracheal intubation can indeed influence the teaching effect.