摘要
目的观察BOPPPS结合情景模拟教学在超声引导下区域麻醉(ultrasound-guided regional anesthesia,UGRA)住院医师规范化培训中的应用效果。方法以麻醉学专业2019级应届住院医师规范化培训学员44人为研究对象,随机分为观察组(n=22)和对照组(n=22)。对照组学员采用常规培养计划,观察组学员采用BOPPPS结合情景模拟教学。通过结课考核分析两组学员UGRA综合理论知识和综合能力考核成绩的差异,通过教学反馈调查问卷分析两组学员对教学过程的满意度。运用SPSS 20.0统计软件进行t检验,方差不齐则采用非参数检验。结果与对照组相比,观察组综合理论知识考核成绩[(75.86±9.31)分vs.(64.00±7.76)分]、超声影像解读能力考核成绩[(37.73±4.60)分vs.(30.86±4.57)分]明显升高,差异具有统计学意义(P<0.05);与对照组相比,观察组超声定位目标神经时间[(92.00±22.67)s vs.(107.32±23.35)s]及模拟教具穿刺时间[(67.82±17.83)s vs.(103.18±19.15)s]明显缩短,差异具有统计学意义(P<0.05);观察组学员对教学总体满意度评价明显高于对照组(P<0.05)。结论BOPPPS结合情景模拟教学对提升学员综合理论知识、超声影像解读和定位目标神经等UGRA的综合能力有重要帮助。
ObjectiveTo observe the application effect of BOPPPS combined with scenario simulation in standardized training of residents for"ultrasound-guided regional anesthesia"(UGRA).MethodsThe anesthesiology students enrolled in 2019 for standardized resident training were selected as research objects.A total of 44 students were randomly divided into observation group(n=22)and control group(n=22).The control group received traditional teaching and the observation group received the BOPPPS combined with scenario simulation teaching.The differences in comprehensive theoretical knowledge and comprehensive ability of UGRA between the two groups were analyzed through the final assessment.The satisfaction of the two groups of students with teaching process was analyzed using the teaching feedback questionnaire.SPSS 20.0 statistical software was used for the t-test,and the non-parametric test was used in cases of unequal variance.ResultsCompared with the control group,the observation group showed significantly higher scores of comprehensive theoretical knowledge[(75.86±9.31)points vs.(64.00±7.76)points]and ultrasonic image interpretation[(37.73±4.60)points vs.(30.86±4.57)points](P<0.05).Compared with the control group,the observation group showed significantly reduced time of ultrasonic localization of target nerve[(92.00±22.67)seconds vs.(107.32±23.35)seconds]and the puncture time of simulated teaching aids[(67.82±17.83)seconds vs.(103.18±19.15)seconds](P<0.05).The overall satisfaction of students was significantly higher in the observation group than in the control group(P<0.05).ConclusionsThe teaching method of BOPPPS combined with scenario simulation is helpful to improve students'comprehensive ability of UGRA such as comprehensive theoretical knowledge,the interpretation of ultrasound image,and the localization of target nerve.
作者
潘红
丁文刚
林雪
罗娟
李迪
Pan Hong;Ding Wengang;Lin Xue;Luo Juan;Li Di(Teaching and Research Room of Anesthesiology,The Second Clinical Medical School,Harbin Medical University,Harbin150086,China)
出处
《中华医学教育探索杂志》
2024年第11期1579-1584,共6页
Chinese Journal of Medical Education Research
基金
黑龙江省教育科学“十四五”规划2021年度重点课题(GJB1421257)
黑龙江省高等学校2020年教改工程项目(SJGY20200450)。
