Fatima Tausief, Khan Rehan Ahmed, Azhar Faryal, Mahboob Usman
Tausief Fatima, MBBS, FCPS, MHPE, MRCS. Associate Professor of Surgery, Islamic International Medical College, Riphah International University, Rawalpindi - Pakistan.
Rehan Ahmed Khan, MBBS(Pak), FCPS (Pak), FRCS (Ire), JM-HPE (Ned), MSc HPE (UK), PhD (Scholar) University of Maastricht (Ned). Professor of Surgery, Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan.
Pak J Med Sci. 2020 Nov-Dec;36(7):1466-1470. doi: 10.12669/pjms.36.7.3038.
To determine the role of structured reflection in teaching basic surgical skills in undergraduate students.
A randomized control trial was done in two medical colleges of Punjab, from January to December 2017 in which participants were divided into two groups through stratified random sampling. Structured reflection was done by interventional group after training. Post-test was taken to assess their surgical skills. Independent t-test compared the mean of two groups. One-way ANOVA was calculated to measure the difference within the different sub-categories of experimental group.
Out of 140 students that participated in the study, 138 students stayed till the end (retention rate 98.5%, attrition rate 1.5%). Independent t-test (p-value = 0.01) showed statistically significant difference in both control and interventional groups. One-way ANOVA with robust test of equality of Means showed a positive relationship of reflective capacity and acquisition of surgical skills.
The novices who demonstrates better reflective capacity exhibit better acquisition of surgical skills.
确定结构化反思在本科生基础外科技能教学中的作用。
2017年1月至12月在旁遮普邦的两所医学院进行了一项随机对照试验，通过分层随机抽样将参与者分为两组。干预组在培训后进行结构化反思。进行后测以评估他们的外科技能。独立样本t检验比较两组的均值。计算单因素方差分析以测量实验组不同子类别之间的差异。
在参与研究的140名学生中，138名学生坚持到最后（保留率98.5%，损耗率1.5%）。独立样本t检验（p值=0.01）显示对照组和干预组均有统计学显著差异。采用均值相等稳健检验的单因素方差分析显示反思能力与外科技能的获得呈正相关。
表现出更好反思能力的新手对外科技能的掌握更好。
