Lossing A, Groetzsch G
Wellesley Hospital, University of Toronto, Ontario, Canada.
Med Teach. 1992;14(1):49-52. doi: 10.3109/01421599209044015.
Scrubbing, gowning, gloving and aseptic technique are currently the only formal teaching 4th year medical students receive at the beginning of an 8-week surgery rotation. Teaching is often delegated to junior house staff and early bad habits are difficult to unlearn in post-graduate training. A study population of 4th year medical students from three hospitals were examined. At the beginning of an 8-week surgery rotation technical skills were tested with a simulation appendectomy model at the beginning and end of the surgery rotation. On day one, after a pre-test, a teaching intervention was alternated between two hospitals. A control group received only a post-test. The outcome measure was a cumulative score of the students' performance in technical stations in the simulation model. A comparison was made of the mean post-test scores in the teaching, non-teaching and control groups. An analysis of variance of all post-test scores rejected the null hypothesis at the 0.05 level. Duncan's multiple range test demonstrated a significant difference between the teaching and non-teaching group. Feedback from 25 students indicated the teaching model was practical and relevant. A formal teaching intervention of basic technical skills with 4th year medical students improved their performance on a simulated appendectomy model.
目前，刷洗、穿手术衣、戴手套和无菌技术是四年级医学生在为期8周的外科轮转开始时接受的唯一正式教学内容。教学工作通常委托给低年资住院医师，而早期养成的坏习惯在研究生培训阶段很难改掉。对来自三家医院的四年级医学生进行了研究。在为期8周的外科轮转开始时和结束时，用模拟阑尾切除术模型对学生的技术技能进行测试。在第一天，经过预测试后，在两家医院交替进行教学干预。对照组只接受后测。结果指标是学生在模拟模型中技术操作站的表现累积得分。对教学组、非教学组和对照组的后测平均得分进行了比较。对所有后测分数的方差分析在0.05水平上拒绝了零假设。邓肯多重极差检验表明教学组和非教学组之间存在显著差异。25名学生的反馈表明该教学模式实用且相关。对四年级医学生进行基本技术技能的正式教学干预提高了他们在模拟阑尾切除术模型上的表现。
