Lincoln Memorial University College of Veterinary Medicine, Harrogate, Tennessee.
Vet Surg. 2021 Apr;50(3):556-563. doi: 10.1111/vsu.13585. Epub 2021 Feb 12.
To evaluate the influence of instructor to student ratio on the effectiveness and efficiency of teaching suturing skills to veterinary students.
Prospective randomized study.
Second-year veterinary students (N = 121).
Students were randomly divided into three groups to participate in four 2-hour skills laboratory sessions in which suturing of the subcutaneous tissue was taught by using a simple continuous pattern, suturing of the skin was taught by using continuous patterns, suturing of the skin was taught by using interrupted patterns, and suturing of hollow organs was taught by using inverting patterns. For each laboratory, the groups were taught by using instructor-to-student ratios of 1:6, 1:8, and 1:10 on a rotating basis. Students were surveyed at the end of each laboratory, and underwent individual performance assessments at the end of each laboratory session and again at the end of the semester in an objective structured clinical examination (OSCE).
For each of the four in-laboratory assessments and the OSCE, no difference in performance was detected between groups. When they were surveyed, students in all groups reported that there was an adequate number of instructors in the laboratory and that they received help in a timely fashion when help was requested (median for all groups = agree).
For students with prior surgical skills education and with the use of prelaboratory instructional videos, teaching at the 1:10 instructor-to-student ratio was efficient and effective.
Good educational outcomes may be reached with a 1:10 instructor-to-student ratio or, potentially, fewer instructors, depending on the educational aids present in the laboratory and students' prior level of experience.
评估教师与学生的比例对兽医学生缝合技能教学效果和效率的影响。
前瞻性随机研究。
二年级兽医学生（N=121）。
学生被随机分为三组，参加四个 2 小时的技能实验室课程，在这些课程中，使用简单的连续模式教授皮下组织缝合，使用连续模式教授皮肤缝合，使用间断模式教授皮肤缝合，使用反转模式教授中空器官缝合。对于每个实验室，三组学生轮流接受教师与学生比例为 1:6、1:8 和 1:10 的教学。在每个实验室结束时，学生接受调查，并在每个实验室课程结束时和学期结束时在客观结构化临床考试（OSCE）中进行个体绩效评估。
在四个实验室评估和 OSCE 中，各组之间的表现没有差异。当被调查时，所有组的学生都报告说实验室中有足够数量的教师，并且在需要帮助时及时得到了帮助（所有组的中位数=同意）。
对于具有先前手术技能教育的学生和使用预实验室教学视频的学生，以 1:10 的教师与学生比例进行教学是高效和有效的。
在实验室中存在教育辅助工具和学生先前的经验水平的情况下，可能可以通过 1:10 的教师与学生比例或更少的教师实现良好的教育效果。
