分割场景式教学在普通外科手术带教中的应用

The Application of Split-scene Teaching in General Surgery Lead Teaching

目的探究分割场景式教学在普通外科手术带教中的应用效果。方法筛选2021年1月—2022年7月于黄冈市妇幼保健院实习的70名普通外科手术带教实习生,随机分为两组,各35名,比较观察组(分割场景式教学)和对照组(传统手术教学)的教学效果。结果观察组各项考核成绩均显著优于对照组,差异有统计学意义(P<0.05);观察组各项专业技能评分高于对照组,差异有统计学意义(P<0.05);观察组的三方面评价明显高于对照组,差异有统计学意义(P<0.05);观察组的培训满意度显著高于对照组,差异有统计学意义(P<0.05)。结论在普通外科手术带教中采用分割场景式教学,可有效提高带教实习生的理论和实操成绩,强化各项手术专业技能,提高培训满意度和相关评价。

Objective To investigate the effect of split-scene teaching in general surgery teaching.Methods Seventy general surgery interns from January 2021 to July 2022 at Huanggang Maternal and Child Health Hospital were randomly divided into two groups of 35 each.The teaching effects of the observation group(split-scene teaching)and the control group(traditional surgical teaching)were compared.Results The examination results of the observation group were better than those of the control group,and the difference was statistically significant(P<0.05);the scores of various professional skills in the observation group were higher than those in the control group,and the difference was statistically significant(P<0.05);the evaluation of three aspects in the observation group was significantly higher than that in the control group,and the difference was statistically significant(P<0.05);the training satisfaction of the observation group was significantly higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The use of split-scene teaching in general surgery teaching can effectively improve the theoretical and practical performance of the trainees,strengthen the professional skills of each surgery,and improve the training satisfaction and related evaluation.