刻意练习与传统讲座在医学生创伤培训中的效果比较

Effectiveness of deliberate practices versus conventional lecture in trauma training for medical students.

作者信息

Kanoksin Suksan, Songkhla Bhapapak Na, Tansawet Amarit, Laopeamthong Issaree, Sukhvibul Pakkapol, Techapongsatorn Suphakarn

机构信息

Cardiovascular and Thoracic Surgery Unit, Department of Surgery, School of Health Science, Faculty of Health Science Technology, Chulabhorn Hospital & Paramedic Program, Chulabhorn Royal Academy Bangkok, Bangkok, Thailand.

Department of Surgery, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, Thailand.

出版信息

BMC Med Educ. 2025 Jan 28;25(1):130. doi: 10.1186/s12909-025-06732-8.

DOI:10.1186/s12909-025-06732-8

PMID:39871250

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11773769/

Abstract

BACKGROUND

A mastery of life-threatening trauma procedures is important for medical students aiming to become proficient physicians. Thus, this study compares the effectiveness of deliberate practice with that of conventional lecture methods in teaching such students these essential skills.

METHODS

A randomized controlled trial was conducted with 48 first- to third-year medical students at the Faculty of Medicine Vajira Hospital at Navamindradhiraj University (Thailand). The participants were randomly assigned to either the deliberate practice group (n = 24) or the conventional lecture group (n = 24). The primary outcome was the students' scores on the Objective Structured Clinical Examination (OSCE), whereas the secondary outcome was their overall grades. Moreover, analysis of covariance (ANCOVA) was used to control for the impacts of gender and academic year.

RESULTS

The deliberate practice group had significantly higher OSCE scores (mean = 69.79, SD = 9.49) than did the conventional lecture group (mean = 51.38, SD = 14.59), with a p value of 0.000002. Additionally, the deliberate practice group had no clear failures or seven good passes, whereas the conventional lecture group had five clear failures and no good passes. Moreover, the ANCOVA results indicated that the type of training had a significant positive effect on the students' examination scores, independent of gender and academic year (F (4, 43) = 7.44, p = 0.0001).

CONCLUSION

Deliberate practice is significantly more effective than the conventional lecture method in teaching life-threatening trauma procedures to medical students. The implication of these findings is that implementing deliberate practice in medical education can enhance the competencies of students, improve their preparedness for real-world clinical settings, and produce better patient outcomes. However, future research should examine the broader applications and long-term benefits of this method in medical training.

TRIAL REGISTRATION

TCTR20240816009.

摘要

背景

对于立志成为熟练医生的医学生而言，掌握危及生命的创伤治疗程序至关重要。因此，本研究比较了刻意练习与传统讲授方法在教授这些医学生这些基本技能方面的有效性。

方法

在泰国那瓦明叻皇家大学瓦吉拉医院医学院对48名大一至大三医学生进行了一项随机对照试验。参与者被随机分配到刻意练习组（n = 24）或传统讲授组（n = 24）。主要结果是学生在客观结构化临床考试（OSCE）中的成绩，次要结果是他们的总成绩。此外，采用协方差分析（ANCOVA）来控制性别和学年的影响。

结果

刻意练习组的OSCE成绩（均值 = 69.79，标准差 = 9.49）显著高于传统讲授组（均值 = 51.38，标准差 = 14.59），p值为0.000002。此外，刻意练习组没有明显不及格的情况，有7人成绩良好，而传统讲授组有5人明显不及格，且无人成绩良好。此外，ANCOVA结果表明，培训类型对学生的考试成绩有显著的积极影响，不受性别和学年的影响（F(4, 43) = 7.44，p = 0.0001）。