微课联合快速刻意练习在超声引导臂丛神经阻滞教学中的应用研究

Application of micro-lecture combined with rapid deliberate practice in the teaching of ultrasound guided brachial plexus block

目的探讨在超声引导下肌间沟臂丛神经阻滞教学中应用微课联合快速刻意练习的教学成效。方法选择于2020年4月—2022年4月在西安交通大学第二附属医院麻醉科实习的80名学生为研究对象,随机分为对照组(n=40)和试验组(n=40)。对照组实施传统教学模式;试验组实施微课联合快速刻意练习教学模式。通过操作考试、理论考试、问卷调查对两组学生教学效果进行评价。结果试验组学生的麻醉临床操作成绩高于对照组,差异具有统计学意义(P<0.05);试验组学生的理论考试成绩高于对照组,差异具有统计学意义(P<0.05);试验组学生的学习能力、沟通和协作能力、学习兴趣和信心方面优于对照组,差异具有统计学意义(P<0.05),对照组与试验组实习学生对教学的满意率分别为55%和100%,差异具有统计学意义(P<0.05)。结论在超声引导下肌间沟臂丛神经阻滞临床教学中应用微课联合快速刻意练习,明显增强了学生的学习兴趣和自信心,激发了其学习主动性,加速了知识内化的速度,取得了良好的教学成效。

Objective To explore the effect of micro-lecture combined with rapid deliberate practice in ultrasound guided brachial plexus block teaching. Methods 80 students who interned in the Department of Anesthesiology of the Second Affiliated Hospital of Xi’an Jiaotong University from April 2020 to April 2022 were selected as the research subjects and randomly divided into the control group and the experimental group, with 40 students in each. Traditional teaching method was used in teaching the control group, while the teaching mode of micro-lecture combined with rapid deliberate practice was adopted in the teaching of the experimental group. Teaching effects of the two groups were evaluated through operation exam, theoretical exam and questionnaire survey. Results In terms of anaesthetic clinical operation, the experiemental group achieved higher scores than the control group, and the difference was of statistic significance(P<0.05). Students in the experimental group obtained higher theoretical scores than the control group, and the difference was statistically significant(P<0.05). Students’ learning ability, communication and collaboration ability, learning interest and confidence in the experimental group were better than those of the control group, and the difference was statistically significant(P<0.05). Students’ satisfaction rates of the control group and the experimental group were 55% and 100% respectively, and the difference was of statistic significance(P<0.05). Conclusion Applying micro-lecture combined with rapid deliberate practice in ultrasound guided brachial plexus block teaching obviously enhances students’ learning interest and confidence, arouses their learning initiative, accelerates the speed of knowledge internalization and acquires good teaching effect.