微课在肝胆胰外科住院医师规范化培训中的应用效果研究

Application effect of microlecture for the standardized training of residents in department of hepatobiliary and pancreatic surgery

目的探究微课在肝胆胰外科住院医师规范化培训中的应用效果。方法选取在武汉大学中南医院肝胆胰外科进行规范化培训的66名学生为研究对象,以2022年3—5月进行规培的29名学生为对照组、2022年9—11月进行规培的37名学生为试验组,对照组采用常规肝胆胰外科规范化培训教学,试验组采用以微课为主的肝胆胰外科规范化培训教学。培训结束后,评估两组学生的理论考试、实践能力考核成绩,以及对肝胆胰外科规范化培训教学的满意度。结果试验组理论考试成绩(86.65±1.98 vs.82.55±2.78,P<0.001)和实践能力考核成绩(94.03±1.55 vs.91.03±2.73,P<0.001)均高于对照组;试验组学生在规范化培训结束后教学满意度显著高于对照组(100%vs.89.65%,P=0.045)。结论将微课应用于肝胆胰外科住院医师规范化培训,有助于提高肝胆胰外科住院医师规范化培训效果、提升临床教学质量和学生的教学满意度。

Objective To explore the application effect of microlecture in standardized training of hepatobiliary and pancreatic surgical residents.Methods A total of 66 students who received standardized training in the department of hepatobiliary and pancreatic surgery in Zhongnan Hospital of Wuhan University were selected as research subjects.Among them,29 students who received standardized training from March to May 2022 were chosen as the control group,and the 37 students who were trained from September to November 2022 were selected as the experimental group.The control group was given routine standardized training,while the experimental group used microlecture-based teaching methods for standardized training in hepatobiliary and pancreatic surgery.After the training,the two groups of residents were evaluated with the theoretical examination,practical ability examination,and the satisfaction with the standardized teaching of hepatobiliary and pancreatic surgery.Results The theoretical test scores(86.65±1.98 vs.82.55±2.78,P<0.001)and practical ability scores(94.03±1.55 vs.91.03±2.73,P<0.001)of the experimental group were both higher than those of the control group.Compared with the control group,students in the experimental group were significantly more satisfied with teaching at the end of standardized training(100%vs.89.65%,P=0.045).Conclusion The application of microlecture in the standardized training of hepatobiliary and pancreatic surgical residents can improve the training effect,enhance the quality of clinical teaching,and make better satisfaction of students.