应用解剖学在耳鼻咽喉头颈外科医师手术入门教学中的作用
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摘要
目的探讨应用解剖学在耳鼻咽喉科手术入门教学中的应用效果。方法本研究于2017年选取10名安徽医科大学2015级耳鼻咽喉头颈外科的研究生,按照考试成绩的年级排名顺序给10位同学编序,单数为示例组,双数为对照组,每组5人,示例组医师在传统教学基础上额外开设观看手术、解剖视频及动手解剖等课程,加强应用解剖学的学习,对照组采用传统教学,2组学生均通过担任主刀完成一台鼻内镜鼻窦开放手术来检验教学效果,并进行问卷调查,了解学生对2种教学方法的体会。结果手术检验结果显示,示例组和对照组平均得分为82.52分和61.02分,2组得分差异有统计学意义(P<0.05),示例组学生的手术评价得分明显高于对照组,示例组学生对手术的独立完成度、突发情况的处理、对周围组织的保护、出血量、手术时间均优于对照组;问卷调查的结果显示:示例组和对照组的平均分值分别是25分和24分,2组学生对2种教学模式的评价分值差异无统计学意义(P>0.05),90%(9/10)的学员认为新的教学方法有助于初学者提高学习的满意度、学习兴趣、教学内容的理解力及学习效率等各方面。结论在耳鼻咽喉头颈外科教学中增加观看解剖视频和尸头解剖训练的课程,是一种较好的教学手段,可以进一步推广应用。
Objective To explore the application effects of applied anatomy in the teaching of ENT surgery. Methods In 2017, we selected 10 graduate students from the 2015 Department of Otorhinolaryngology Head and Neck Surgery of Anhui Medical University, and ordered 10 students according to the ranking of the test results, the singular was the control group and the double number was the experimental group, with 5 people in each group. On the basis of traditional teaching, the experimental group physicians additionally offered courses such as viewing surgery, anatomical video and hands-anatomy to strengthen the study of applied anatomy. The two groups of students in the control group used experimental teaching to complete a nasal endoscopic sinus opening operation. Test the teaching effect and conduct a questionnaire survey to understand the students' experience of the two teaching methods. Results The results of the surgical examination showed that the average scores of the experimental group and the control group were 82.52 points and 61.02 points. There was a significant difference between the two groups(P<0.05). The scores of the surgical evaluation of the experimental group were significantly higher than those of the control group. The independent completion degree of the operation, the treatment of the sudden situation, the protection of the surrounding tissue, the amount of bleeding, and the operation time were better than the control group. The average teaching evaluation scores of the experimental group and the control group were 25 points and 24 points, respectively. There was no significant difference in the evaluation scores of the two teaching modes(P>0.05), and 90%(9/10) of the students believed that the new teaching methods would help beginners improve their learning satisfaction, learning interest, understanding and learning efficiency of teaching content. Conclusion The course of viewing anatomical video and autopsy anatomy in the teaching of otolaryngology head and neck surgery is a better teaching method and can be further promoted and applied.
Objective To explore the application effects of applied anatomy in the teaching of ENT surgery. Methods In 2017, we selected 10 graduate students from the 2015 Department of Otorhinolaryngology Head and Neck Surgery of Anhui Medical University, and ordered 10 students according to the ranking of the test results, the singular was the control group and the double number was the experimental group, with 5 people in each group. On the basis of traditional teaching, the experimental group physicians additionally offered courses such as viewing surgery, anatomical video and hands-anatomy to strengthen the study of applied anatomy. The two groups of students in the control group used experimental teaching to complete a nasal endoscopic sinus opening operation. Test the teaching effect and conduct a questionnaire survey to understand the students' experience of the two teaching methods. Results The results of the surgical examination showed that the average scores of the experimental group and the control group were 82.52 points and 61.02 points. There was a significant difference between the two groups(P<0.05). The scores of the surgical evaluation of the experimental group were significantly higher than those of the control group. The independent completion degree of the operation, the treatment of the sudden situation, the protection of the surrounding tissue, the amount of bleeding, and the operation time were better than the control group. The average teaching evaluation scores of the experimental group and the control group were 25 points and 24 points, respectively. There was no significant difference in the evaluation scores of the two teaching modes(P>0.05), and 90%(9/10) of the students believed that the new teaching methods would help beginners improve their learning satisfaction, learning interest, understanding and learning efficiency of teaching content. Conclusion The course of viewing anatomical video and autopsy anatomy in the teaching of otolaryngology head and neck surgery is a better teaching method and can be further promoted and applied.
引文
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[13] 侯薇,张铁英,李菁.中、重度慢性鼻-鼻窦炎患者应用药物与功能性内镜鼻窦手术治疗效果对比观察[J].陕西医学杂志,2017,46(9):1264-1265,1301.
[14] 陈晓红,李云.“主刀”思维培训在年轻外科医师成长中的作用[J].中国耳鼻咽喉头颈外科,2013,20(12):656-657.
[15] 刘利锋,张鹏飞,张少强,等.耳鼻咽喉-头颈外科课程鼻科学部分教学改革和实践[J].西北医学教育,2016,24(4):649-651.
[2] 陈晓红,李云.“主刀”思维培训在年轻外科医师成长中的作用[J].中国耳鼻咽喉头颈外科,2013,20(12):656-657.
[3] 渠晨晖,杨静,胡志强,等.尸头解剖在耳鼻咽喉头颈外科教学中的应用研究[J].局解手术学杂志,2013,22(1):103-104.
[4] 刘火旺,柳岸,蒋明,等.耳鼻咽喉头颈外科学临床见习教学初探[J].现代医药卫生,2015,31(S1):94-95.
[5] 沈敏,万俐佳,姜义道.鼻息肉摘除并鼻内筛窦切除术联合治疗鼻息肉临床疗效观察及安全性评估[J].实用临床医药杂志,2014,18(5):73-75.
[6] 李进,王能军.老年鼻中隔偏曲和窦口鼻道复合体解剖变异与慢性鼻窦炎关系的研究[J].实用临床医药杂志,2014,18(1):128-130.
[7] 刘正,王贵玉,王锡山.Seminar教学法在肿瘤外科研究生循证医学思维培养中的应用[J].医学研究学报,2011,24(12):1297-1300.
[8] 王玉琦.注意培养良好的外科临床思维方式[J].中国实用外科杂志,2006,26(1):2-4.
[9] 陈莉,蔡昌平,邓世山,等.病案教学法在系统解剖教学实践中的应用[J].现代医药卫生,2014,30(22):3480-3481.
[10] 孙荣,唐新业,杨阳.教学方式多样性在耳鼻咽喉-头颈外科见习教学中的意义[J].现代医药卫生,2016,32(1):140-141.
[11] 邢艳,陈卫军.多元教学法在神经解剖教学中的运用[J].现代医药卫生,2017,33(10):1575-1577.
[12] 张军,王敏,雷磊,等.鼻内镜手术治疗慢性鼻窦炎鼻息肉321例[J].陕西医学杂志,2013,42(4):472-474.
[13] 侯薇,张铁英,李菁.中、重度慢性鼻-鼻窦炎患者应用药物与功能性内镜鼻窦手术治疗效果对比观察[J].陕西医学杂志,2017,46(9):1264-1265,1301.
[14] 陈晓红,李云.“主刀”思维培训在年轻外科医师成长中的作用[J].中国耳鼻咽喉头颈外科,2013,20(12):656-657.
[15] 刘利锋,张鹏飞,张少强,等.耳鼻咽喉-头颈外科课程鼻科学部分教学改革和实践[J].西北医学教育,2016,24(4):649-651.