目的 对医学生采用“五位一体”外科学临床技能教学模式进行实践教学,探索相关培训效果。方法 选择在大连医科大学第一临床学院进行外科学实习的2010级和2009级七年制临床医学专业310名学生为研究对象,将其分为实验组和对照组,分别采用“五位一体”外科学临床技能教学模式和传统临床技能教学模式进行教学。其后,采用客观结构化临床考试方法对两组学生进行考核,评价不同教学模式的教学效果。同时,对实验组学生进行问卷调查,了解其对“五位一体”外科学临床技能教学模式的认可程度。结果 实验组学生缝合、结扎、换药等外科多项基本技能操作考核成绩明显高于对照组学生。问卷调查结果显示,实验组学生对“五位一体”外科学临床技能教学模式普遍持赞同态度,认为该模式可以有效提高学习兴趣和主动性,提高技能操作水平和解决临床问题能力,提高医患沟通与团队合作能力。结论 “五位一体”外科学临床技能教学模式能够显著提高医学生外科学临床技能操作能力,得到了实习医生的广泛认可,值得进一步推广。

Objective To explore training effect of medical students with new model of “Five In One” surgical clinical skills training.Methods 310 seven-year program medical students specializing in clinical medicine in grade 2010 and 2009 as surgery residencies from Dalian Medical University the First Clinical College were randomized into the experiment group and the control group. The students from the experiment group received “Five in One” surgical clinical skills training, and those from the control group received the traditional training, and two group of students were tested byObjective structured clinical examination (OSCE) to evaluate the teaching effect of different teaching modes. In addition, to analyze acceptance of the new training model, the students from the experiment group needed to complete a feedback survey.Results After training, surgical basic skills including suture, ligation, dressing change and so on in the experiment group compared with the control group were improved more significantly, and the differences in scoring above were all statistically significant. Survey results showed that the medical students of the experiment group generally agreed that the new training model could effectively improve medical students' learning interest and initiative, raise the level of skills and improve ability of solving problem and communication with patient and colleagues.Conclusions The new model of “Five In One” surgical clinical skills training can significantly improve the ability of medical students' surgical clinical skills, be accepted widely by the medical students and has promotional value.