目的 探讨虚拟仿真系统在消化内镜专科技能培训中的应用效果。方法 采用自身对照试验方法。2018年10月至2024年10月,对64名学员进行消化内镜虚拟仿真培训和全面评估。培训内容涵盖消化内镜理论知识、操作技能演示和自主练习,在课程前后对学员的消化内镜理论和操作技能进行全面评估,评估指标包括学员的理论知识、操作技能和对培训的满意度,以及虚拟仿真练习次数对学员操作水平的影响。采用配对t检验和单因素方差分析等方法分析相关数据。结果 接受培训的学员在胃镜、肠镜的理论知识和操作技能测试成绩方面均有明显提高[胃镜理论(69.44 ± 6.03)分比(96.44 ± 2.67)分,操作技能4.00(4.75)分比(23.66 ± 1.16)分;肠镜理论(65.98 ± 4.16)分比(95.69 ± 4.77)分,操作技能3.00(3.75)分比(24.47 ± 0.84)分:均P < 0.001]。按练习次数分组分析发现,随着练习次数从5次递增至15次,学员胃镜操作指标(咽部通过成功率、插镜至十二指肠时间和检查完成时间)持续缩短,肠镜盲肠到达率持续上升(均P < 0.001)。学员对培训的满意度较高,在自我学习效果等方面,57名(89.1%)学员给出满分(5分)评价;在职业信心提升方面,55名(85.9%)学员给出了满分(5分)评价。结论 虚拟仿真系统在消化内镜专科技能培训中成效显著,能够有效提升学员理论与操作技能;持续递增的练习次数可进一步提高操作熟练度与成功率;学员满意度高。虚拟仿真系统是有效的消化内镜专科技能培训方式。

Objective To evaluate the efficacy of a virtual simulation system in the training of gastrointestinal endoscopy skills. Methods A self-controlled trial was conducted. From October 2018 to October 2024, 64 trainees were enrolled in a comprehensive virtual simulation training program for gastrointestinal endoscopy. The training curriculum encompassed theoretical knowledge, demonstration of operational skills, and independent practice. Comprehensive assessments of theoretical knowledge and operational skills in digestive endoscopy were performed before and after the course. Evaluation metrics included theoretical knowledge, operational skills, and trainee satisfaction, alongside the impact of the number of virtual simulation practice sessions on performance levels. Data were analyzed using paired t-tests and one-way analysis of variance. Results Following training, significant improvements were observed in the trainees' theoretical and operational skill scores for both gastroscopy and colonoscopy [Gastroscopy theory: (69.44±6.03) vs. (96.44±2.67); Operational skills: 4.00 (4.75) vs. (23.66±1.16). Colonoscopy theory: (65.98±4.16) vs. (95.69±4.77); Operational skills: 3.00 (3.75) vs. (24.47±0.84); all P<0.001]. Analysis grouped by the number of practice sessions revealed that as the sessions increased from 5 to 15, gastroscopy performance indicators (success rate of pharyngeal passage, time to intubate the duodenum, and total examination time) were progressively shortened, and the cecal intubation rate for colonoscopy continuously increased (all P<0.001). Trainee satisfaction with the training was high: regarding self-assessed learning effectiveness, 57 (89.1%) trainees gave the maximum score (5 points); regarding the enhancement of professional confidence, 55 (85.9%) trainees gave the maximum score (5 points). Conclusions The virtual simulation system proved to be highly effective in specialized digestive endoscopy skill training, significantly enhancing both theoretical knowledge and operational proficiency. A progressively increasing number of practice sessions was shown to further improve operational fluency and success rates. Trainee satisfaction was high. The virtual simulation system is confirmed to be an effective method for training specialized skills in digestive endoscopy.