Patel Minita, LaSala Christine, Tulikangas Paul, O'Sullivan David M, Steinberg Adam C
Hartford Hospital, University of Connecticut, Hartford, CT, USA.
Int Urogynecol J. 2010 Mar;21(3):353-8. doi: 10.1007/s00192-009-1042-3.
This study seeks to compare the utility of the beef tongue model versus an instructional video in teaching obstetric and gynecology residents how to repair a fourth-degree laceration.
Twenty-seven residents were randomized to participate in a workshop with a beef tongue model or assigned to watch an instructional video on repair of fourth-degree lacerations and read a chapter on the repair. All subjects were tested with a pre- and postintervention written test. These scores were compared with paired t test at 0.05 significance level.
Residents with no prior experience in fourth-degree laceration repairs showed an improvement in knowledge (49.5% versus 64.1%, p<0.001) on written exams about the repairs.
An instructional video or beef tongue model and textbook chapter on fourth-degree laceration repair can improve skills in repair of a fourth-degree laceration among residents with no experience in these repairs.
本研究旨在比较牛舌模型与教学视频在教授妇产科住院医师如何修复四度裂伤方面的效用。
27名住院医师被随机分配参加使用牛舌模型的工作坊，或观看关于四度裂伤修复的教学视频并阅读相关章节。所有受试者在干预前后均进行书面测试。这些分数在0.05显著性水平下用配对t检验进行比较。
此前没有四度裂伤修复经验的住院医师在关于修复的书面考试中的知识水平有所提高（从49.5%提高到64.1%，p<0.001）。
关于四度裂伤修复的教学视频、牛舌模型和教科书章节可以提高没有这些修复经验的住院医师的四度裂伤修复技能。
