目的 探讨交互画像法在麻醉科见习教学中的应用。方法 选取在北京大学第三医院麻醉科见习的北京大学2018级八年制临床医学专业32名学生为研究对象,采用随机数字表法将其分为试验组和对照组,试验组18名学生采用交互画像法进行培训,对照组14名学生采用传统方法培训,见习结束后通过理论考核、随堂技能测试及问卷调查结果来评价教学效果。采用独立样本t检验和χ2检验进行两组间比较。结果 两组学生的理论考试成绩分别为(19.43±2.84)分和(18.71±1.81)分,其差异无统计学意义(t=0.88,P=0.094);试验组学生气管插管成功率为18/18,椎管内麻醉成功率为18/18;对照组学生分别为12/14和14/14,其差异均无统计学意义(均P>0.05)。问卷调查结果显示,试验组学生在独立画出喉镜解剖[(9.72±0.56)分比(6.79±2.81)分]和完成椎管内穿刺操作[(8.67±1.29)分比(5.93±2.60)分]2方面的自评分高于对照组学生,其差异均具有统计学意义(均P<0.05)。结论 麻醉见习教学中使用交互画像法可以有助于学生掌握麻醉科基本理论和临床基本技能,并得到学生的普遍认可。
Objective To explore the application of interactive portrait method to improve the teaching of anesthesia trainees. Methods A total of 32 students from the eight-year clinical medicine program of Peking University Health Science Center in 2018 whose internship rotations happened in the Department of Anesthesia of Peking University Third Hospital were enrolled as the research participants, and divided into the experimental group and the control group by random number table method. Eighteen students in the experimental group are trained by interactive portrait method, and 14 students in the control group are trained by traditional method. After the internship, the learning effect is evaluated by knowledge assessment, in-class skill test and questionnaire survey results. Independent sample t-test and χ2 The test were used to compare between the two groups. Results The knowledge test scores of the two groups were (19.43±2.84) and (18.71±1.81), respectively, with no significant difference (t=0.88, P=0.094); The success rate of tracheal intubation and intraspinal anesthesia in the experimental group was 18/18 and 18/18 respectively; while the students in the control group were 12/14 and 14/14 respectively, with no significant difference (both P>0.05). The results of the questionnaire survey showed that the students in the experimental group had higher self-scores than the students in the control group in terms of independently drawing laryngoscopic anatomy [(9.72±0.56) vs. (6.79±2.81)] and completing intraspinal puncture operation [(8.67±1.29) vs. (5.93±2.60)], and the differences were statistically significant (both P<0.05). Conclusions The use of interactive portrait method in anesthesia probation teaching can help students master the basic theory and clinical skills of anesthesia, and is generally recognized by students.
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