目的 分析视频反馈教学方法在临床医学专业实习学生外科换药技能培训中的效果。方法 采用试验对照方法。2020年4至6月和2021年2至5月,征集自愿参加本研究的在深圳市某综合性大学附属医院实习的2016级和2017级五年制临床医学专业47名学生为研究对象,采用随机数字法将其分为试验组23人和对照组24人。试验组学生采用视频反馈教学方法;对照组采用基于示范与练习的传统教学方法。通过换药操作技能成绩和教学方法满意度问卷调查结果评价培训效果。采用t检验和χ²检验进行数据分析。结果 培训前试验组和对照组学生成绩差异无统计学意义[(81.61±9.27)分比(82.79±8.33)分,P=0.646],培训后试验组学生增长的成绩高于对照组[(10.87±7.56)分比(5.08±8.67分)],差异具有统计学意义(P<0.05)。问卷调查结果显示,试验组学生在教学方法有助于提高独立思考能力[(4.26±0.45)分比(3.75±0.74)分]、活跃课堂气氛[(4.13±0.69)分比(3.46±0.72)分)]、加深对换药知识理解[(4.13±0.63)分比(3.46±0.88)分]、提高学习兴趣[(4.13±0.69)分比(3.33±1.01)分]、增强人文关怀意识[(4.27±0.63)分比(3.71±0.86)分]的评分均高于对照组,差异均具有统计学意义(均P<0.001)。结论 视频反馈教学方法有助于提高临床医学生换药操作技能成绩和教学方法满意度,得到了学生认可。

Objective To analyze the effect of video feedback teaching method in the training of surgical dressing changing skills for medical students. Methods The experimental control method was adopted.From April to June 2020 and February to May 2021, 47 five-year clinical medicine students enrolled from 2016 to 2017 who volunteered to participate in the study in the affiliated hospital of a comprehensive university in Shenzhen were recruited as research objects, and were randomly divided into 23 students in the experimental group and 24 students in the control group by random number method. The video feedback teaching method was used for the experimental group whereas the traditional teaching method based on demonstration and practice was used for the control group. The training effect was evaluated by the results of questionnaire survey on dressing changing skills and satisfaction with teaching methods. The final results between the two groups were compared using the t-test or the chi-square. Results There was no significant difference in the scores of the experimental group and the control group before training [(81.61±9.27) vs. (82.79±8.33), P=0.646]. The experimental group's students' performance before and after training was higher than that of the control group [(10.87 ± 7.56) vs. (5.08±8.67)], and the difference was statistically significant (P＜0.05). The questionnaire survey results show that the teaching methods of the students in the experimental group help to improve their independent thinking ability [(4.26±0.45) vs. (3.75±0.74)], active classroom atmosphere [(4.13±0.69) vs. (3.46±0.72)], deepened understanding of dressing change knowledge [(4.13±0.63) vs. (3.46±0.88)], improved scores of interest [(4.13±0.69) vs. (3.33±1.01)] and enhancing humanistic care awareness [(4.27±0.63) vs. (3.71±0.86)] than those in the control group, and the differences were statistically significant (all P＜ 0.001). Conclusions Video feedback teaching method is beneficial to improve clinical medical students' performance in dressing change operation and satisfaction with teaching methods, which has been recognized by students.