Martín Parra José Ignacio, Toledo Martínez Enrique, Martínez Pérez Paula, Ruiz Gómez José Luis, Fernández Santiago Roberto, López Useros Antonio, Manuel Palazuelos José Carlos, Rodríguez Sanjuán Juan Carlos
Servicio de Cirugía General, Hospital Universitario Marqués de Valdecilla, Santander, España; Hospital virtual Valdecilla, Santander, España.
Servicio de Cirugía General, Hospital Universitario Marqués de Valdecilla, Santander, España; Hospital virtual Valdecilla, Santander, España.
Cir Esp (Engl Ed). 2020 Dec 23. doi: 10.1016/j.ciresp.2020.11.006.
Learning surgical techniques is a dynamic process. In the 1980s David Kolb described developed a learning model that enabled teaching styles to adapt for better learner outcomes. The aim of this study was to identify the Kolb learning styles of the participants in a laparoscopic technical skills course and to check see if there was any relationship with performance.
An observational descriptive study was conducted with 64 participants in an intensive course in which they performed laparoscopic manual intestinal anastomoses. All completed Kolb's inventory of learning styles. For each anastomosis, join quality was assessed and the performing time recorded. After that, they were analyzed through statistical studies.
The most frequent learning style was assimilating type (39.1%). No significant differences were observed between different learning styles and gender, professional category, the time taken or the quality of the anastomoses.
Assimilating type was the most frequent Kolb learning style, with no differences observed between categories, age or gender. There is no relationship between the learning style of the participants and the results obtained in the course.
学习手术技巧是一个动态过程。20世纪80年代，大卫·科尔布描述并开发了一种学习模型，该模型能使教学方式做出调整以取得更好的学习效果。本研究的目的是确定参加腹腔镜技术技能课程的学员的科尔布学习风格，并检查其与操作表现之间是否存在任何关联。
对64名参加强化课程的学员进行了一项观察性描述性研究，在该课程中他们进行了腹腔镜手动肠吻合术。所有人都完成了科尔布学习风格量表。对每例吻合术，评估吻合质量并记录操作时间。之后，通过统计研究对其进行分析。
最常见的学习风格是同化型（39.1%）。在不同学习风格与性别、专业类别、操作时间或吻合质量之间未观察到显著差异。
同化型是最常见的科尔布学习风格，在类别、年龄或性别之间未观察到差异。学员的学习风格与课程中取得的结果之间没有关联。
