虚拟仿真教学在非重症医学专业住院医师机械通气教学中的应用

The application of virtual simulation in the teaching of mechanical ventilation among non-critical-medicine residents

目的探讨虚拟仿真教学在非重症医学专业住院医师机械通气教学中的应用效果。方法采用试验对照方法。选取2021年10月至2022年12月在重症医学科轮转2个月的非重症医学专业的95名住院医师为研究对象,按照随机数字表法将其分为试验组(47名)和对照组(48名)。试验组住院医师采用6小时传统教学和4小时虚拟仿真教学进行机械通气培训,对照组住院医师采用12小时传统教学进行机械通气培训。通过理论知识笔试、技能操作考核和问卷调查评价教学效果。组间比较采用t检验。结果试验组住院医师的理论知识成绩和机械通气技能操作成绩均高于对照组住院医师[(84.94±10.04)分比(68.73±14.36)分,(82.36±10.03)分比(54.71±13.85)分];试验组住院医师对教学方式具有较高满意度的占比高于对照组住院医师[97.9%(46/47),41.7%(20/48)];以上差异均具有统计学意义(均P<0.001)。结论虚拟仿真教学有助于提高非重症医学专业住院医师的理论知识成绩和机械通气技能操作成绩,有助于提升住院医师的学习满意度。

Objective To explore the application value of virtual simulation in the teaching of mechanical ventilation in non-critical-medicine residents.Methods Adopting experimental control methods.Ninty-five non-critical-medicine residents rotating in intensive care unit for 2 months from October,2021 to December,2022 were enrolled and randomly divided by random number table method into experimental group(47)and control group(48).Residents in the experimental group received 6 hours of traditional mechanical ventilation teaching and 4 hours of virtual simulation teaching,while the residents in the control group received 12 hours of traditional mechanical ventilation teaching.The teaching effect was evaluated through the results of knowledge test,skill examination and questionnaire survey.T-test was used for comparison between groups.Results The knowledge test score and skill examination score of the residents in the experimental group were higher than those in the control group[(84.94±10.04)vs.(68.73±14.36),(82.36±10.03)vs.(54.71±13.85)];The results of the questionnaire survey revealed a high level of satisfaction with teaching methods among 97.9%(46/47)residents in the experimental group,compare with only 41.7%(20/48)residents in the control group;There were statistically significant differences between the two groups(all P<0.001).Conclusions Virtual simulation teaching is beneficial to improve the knowledge level,operational skills,and learning satisfaction of non-critical-medicine residents.