Pugh Carla M, Salud Lawrence H
Department of Surgery, Northwestern University Feinberg School of Medicine, 201 East Huron Street, Galter 10-105, Chicago, IL 60611-2908, USA.
Am J Surg. 2007 Jun;193(6):766-70. doi: 10.1016/j.amjsurg.2006.12.033.
Medical students experience a considerable amount of discomfort during their training. The purpose of the current study was to identify sources of student anxiety when learning clinical breast examinations (CBEs) and to evaluate the effects of simulated breast models on student comfort.
Simulated breast models were introduced into the curriculum for 175 second-year medical students. Using surveys, students identified sources of anxiety and rated their comfort levels when learning CBE skills.
"Fear of missing a lesion" and the "Intimate/personal nature of the exam" accounted for 73.8% of student anxiety when learning CBEs. In addition, there were significant improvements (P < .05) in student comfort levels when using simulated breast models to learn CBE skills.
We have identified 2 of the top causes of anxiety for second-year medical students learning CBE. In addition, we found simulated breast models to be effective in increasing student comfort levels when learning CBEs.
医学生在培训期间会经历相当多的不适。本研究的目的是确定学生在学习临床乳房检查（CBE）时焦虑的来源，并评估模拟乳房模型对学生舒适度的影响。
将模拟乳房模型引入175名二年级医学生的课程中。通过调查，学生们确定了焦虑的来源，并对学习CBE技能时的舒适度进行了评分。
“担心漏诊病变”和“检查的亲密/个人性质”占学生学习CBE时焦虑的73.8%。此外，使用模拟乳房模型学习CBE技能时，学生的舒适度有显著提高（P <.05）。
我们已经确定了二年级医学生学习CBE时焦虑的两大主要原因。此外，我们发现模拟乳房模型在提高学生学习CBE时的舒适度方面是有效的。
