Alrassi James, Mortensen Melissa
Renaissance School of Medicine at Stony Brook University Stony Brook, New York.
Department of Surgery, Division of Otolaryngology-Head and Neck Surgery, Stony Brook Medicine, Stony Brook, New York.
J Surg Educ. 2020 Jul-Aug;77(4):723-725. doi: 10.1016/j.jsurg.2020.02.003. Epub 2020 Mar 5.
We describe the effectiveness of the Jigsaw method in the instruction of residents in difficulty airway management.
The residents were given a pre-Jigsaw instruction test and a self-assessment of their skills for bag-mask ventilation, Intubation, cricothyrotomy, and tracheostomy. After the completing the pre-test, they were randomly assigned tasks from A-D, with each letter corresponding to a section of reading from Cumming's Otolaryngology and related questions. The residents were given ten minutes to read their portion of the article, and then another ten minutes to discuss their section with others assigned the same responsibilities, thereby becoming "experts." Then, the "experts" were assigned to a second group where they had ten minutes to teach their peers their designated material and learned from their peers the other designated material. A skill simulation lab was then performed involving intubation, cricothyrotomy, and tracheotomy. The residents were then given a post-Jigsaw instruction test and post simulation lab selfassessment of their skills for bag-mask ventilation, intubation, cricothyrotomy and tracheotomy.
Renaissance School of Medicine at Stony Brook University.
General surgery, otolaryngology, plastic surgery, and oral and maxillofacial surgery residents.
Post-Jigsaw tests scores a statistically significant increase in the number of correctly answered questions (P< 0.001) and residents reported a statistically significant increase in confidence in performing difficult airway skills.
The Jigsaw method of learning is an effective alternative to tradition lecture-based methods.
我们描述了拼图法在指导住院医师进行困难气道管理教学中的有效性。
对住院医师进行拼图法教学前测试，并让他们对自己在面罩通气、插管、环甲膜切开术和气管切开术方面的技能进行自我评估。完成预测试后，他们被随机分配A - D任务，每个字母对应卡明耳鼻喉科学中的一段阅读材料及相关问题。住院医师有十分钟时间阅读文章的指定部分，然后再有十分钟与其他被分配相同任务的人讨论该部分内容，从而成为“专家”。然后，“专家”被分配到第二组，他们有十分钟时间向同行传授指定材料，并从同行那里学习其他指定材料。随后进行了包括插管、环甲膜切开术和气管切开术的技能模拟实验室操作。之后对住院医师进行拼图法教学后测试以及模拟实验室操作后对其面罩通气、插管、环甲膜切开术和气管切开术技能的自我评估。
石溪大学文艺复兴医学院。
普通外科、耳鼻喉科、整形外科以及口腔颌面外科住院医师。
拼图法教学后测试中，正确回答问题的数量有统计学显著增加（P < 0.001），住院医师报告在进行困难气道技能操作时的信心有统计学显著提高。
拼图式学习方法是传统讲座式教学方法的有效替代方法。
