DiMaggio Paul J, Waer Amy L, Desmarais Thomas J, Sozanski Jesse, Timmerman Hannah, Lopez Joshua A, Poskus Diane M, Tatum Joshua, Adamas-Rappaport William J
Department of Surgery and Anatomy, University of Arizona, Medical Center, Tucson, AZ, USA.
Am J Surg. 2010 Jul;200(1):162-6. doi: 10.1016/j.amjsurg.2009.07.039.
In response to declining instruction in technical skills, the authors instituted a novel method to teach basic procedural skills to medical students beginning the surgery clerkship.
Sixty-three medical students participated in a skills training laboratory. The first part of the laboratory taught basic suturing skills, and the second involved a cadaver with pig skin grafted to different anatomic locations. Clinical scenarios were simulated, and students performed essential procedural skills.
Students learned most of their suturing skills in the laboratory skills sessions, compared with the emergency room or the operating room (P = .01). Students reported that the laboratory allowed them greater opportunity to participate in the emergency room and operating room. Students also felt that the suture laboratory contributed greatly to their skills in wound closure. Finally, 90% of students had never received instruction on suturing, and only 12% had performed any procedural skills before beginning the surgery rotation.
The laboratory described is an effective way of insuring that necessary technical skills are imparted during the surgery rotation.
为应对技术技能教学的减少，作者开创了一种新方法，向刚开始外科实习的医学生传授基本操作技能。
63名医学生参加了技能培训实验室。实验室的第一部分教授基本缝合技能，第二部分涉及一具移植了猪皮到不同解剖部位的尸体。模拟临床场景，学生们进行基本操作技能。
与急诊室或手术室相比，学生们在实验室技能课程中学到了大部分缝合技能（P = 0.01）。学生们报告说，实验室让他们有更多机会参与急诊室和手术室的工作。学生们还认为缝合实验室对他们的伤口缝合技能有很大帮助。最后,90%的学生从未接受过缝合指导，只有12%的学生在开始外科轮转之前进行过任何操作技能。
所描述的实验室是确保在外科轮转期间传授必要技术技能的有效方法。
