医学生助教进行腹腔镜技能培训的教学效果评价
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摘要
目的探讨对医学生助教在腹腔镜基本技能虚拟培训中的效果。方法选择北京协和医学院八年制即将进入临床、无外科手术操作训练的见习生30人,随机平均分为两组作为培训对象,两组分别接受医学生助教和临床教师的培训教学,培训结束后比较两组腹腔镜基本技能的操作成绩。结果两个培训组在结束后进行模拟腹腔镜胆囊切除的操作时间和安全相关参数之间没有差异。结论医学生助教进行腹腔镜模拟教学可以达到很好的教学效果。
Objective To explore whether medical students as teachers can facilitate the laparoscopic simulator training using the virtual reality simulator. Methods Thirty preclinical medical students are randomly divided into two groups, 15 students are trained by student teachers(group A) and 15 students are trained by surgeons(group B). Both groups are trained by virtual reality simulator with the basic laparoscopic skills and laparoscopic cholecystectomy. The performance between two groups is analyzed. Results There was no significant difference between the two groups in the performance of laparoscopic skills. Conclusions Medical students can teach laparoscopic skills on a laparoscopic virtual reality simulator as effectively as the experienced surgeons.
Objective To explore whether medical students as teachers can facilitate the laparoscopic simulator training using the virtual reality simulator. Methods Thirty preclinical medical students are randomly divided into two groups, 15 students are trained by student teachers(group A) and 15 students are trained by surgeons(group B). Both groups are trained by virtual reality simulator with the basic laparoscopic skills and laparoscopic cholecystectomy. The performance between two groups is analyzed. Results There was no significant difference between the two groups in the performance of laparoscopic skills. Conclusions Medical students can teach laparoscopic skills on a laparoscopic virtual reality simulator as effectively as the experienced surgeons.
引文
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[2] Soriano RP,Blatt B,Coplit L,et al.Teaching medical students how to teach:a national survey of students-as-teachers programs in U.S.medical schools[J].Acad Med,2010,85:1725-1731.
[3] Vaughn LM,Baker RC.Psychological size and distance:emphasising the interpersonal relationship as a pathway to optimal teaching and learning conditions[J].Med Educ,2004,38:1053-1060.
[4] Graziano SC.Randomized surgical training for medical students:resident versus peer-led teaching[J].Am J Obstet Gynecol,2011,204:542.e1-4.
[5] Kapadia MR,DaRosa DA,MacRae HM,et al.Current assessment and future directions of surgical skills laboratories[J].J Surg Educ,2007,64:260-265.
[6] Wentink M,Stassen LP,Alwayn I,et al.Rasmussen's model of human behavior in laparoscopy training[J].Surg Endosc,2003,17:1241-1246.