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便携式耳内镜系统在耳鼻喉科临床教学中的应用效果

Effect of Portable Oto-endoscopy System in Clinical Teaching of Otorhinolaryngology

    摘要
  • 摘要:
    目的 探讨便携式耳内镜系统在耳鼻喉科住院医师临床教学中的应用价值。
    方法 以2022年2-3月和2023年2-3月在北京协和医院耳鼻喉科担任住院医师的研究生为研究对象，采用随机数字表法将其分为试验组和对照组，对照组先采用理论讲解+电耳镜系统进行教学，试验组先采用理论讲解+便携式耳内镜系统进行教学，1个月后两组交换教学方式。比较两组住院医师在第1个月临床学习结束后的理论考核成绩、自我评价得分以及2个月临床学习结束后对两种教学方式的满意度。
    结果 共36名住院医师纳入本研究，试验组和对照组各18人。试验组经1个月耳科临床学习后，理论考核成绩显著高于对照组(93.17±4.16)分比(82.28±4.46)分，P=0.000；问卷调查结果显示，试验组在耳科疾病学习、临床学习效率、临床资料收集、医患沟通以及设备使用5个维度的自我评价得分均显著高于对照组(P均＜0.05)。2个月耳科临床学习结束后，36名住院医师对便携式耳内镜教学的满意度明显高于电耳镜(57.9%比47.4%，P=0.040)。
    结论 便携式耳内镜系统在耳鼻喉科临床教学中可更形象、直观地展示耳科解剖和疾病，更方便进行临床资料管理，增加住院医师的学习兴趣，充分调动医学生的形象思维，更高效地提高住院医师的岗位胜任力。

     

    Abstract:
    Objective To explore the value of portable oto-endoscopy system in clinical teaching of otolaryngology residents.
    Methods The postgraduate students serving as resident doctors in the Department of Otolaryngology of Peking Union Medical College Hospital from February to March 2022 and from February to March 2023 were selected as the research objects. Random number table method was used to divide them into experimental group and control group. The control group was first taught by theoretical explanation + electrooto-endoscopy system, and the experimental group was first taught by theoretical explanation + portable oto-endoscopy system. After one month, the two groups interchanged their teaching methodologies. The results of theoretical assessment, self-evaluation at the end of the first month of clinical learning and satisfaction with teaching effectiveness at the end of two months of clinical learning were compared between the two groups.
    Results A total of 36 residents were included in this study, with 18 in each group. After one month of clinical study, the theoretical test scores of the experimental group were significantly higher than those of the control group(93.17±4.16) points vs. (82.28±4.46) points, P=0.000. The results of the questionnaire survey showed that the self-evaluation scores of the test group in the five dimensions of ear disease learning, clinical learning efficiency, clinical data collection, doctor-patient communication and equipment use were significantly higher than those of the control group(all P < 0.05). After two months of ear rotation, the satisfaction of the 36 students on portable ear endoscopy teaching was significantly higher than that of electric ear endoscopy (57.9% vs. 47.4%, P=0.040).
    Conclusions The portable oto-endoscopy system can display the anatomy and diseases of otolaryngology more vividly and intuitively in the clinical teaching of otolaryngology, facilitate the management of clinical data, increase the learning interest of residents, fully mobilize the image thinking of medical students, and improve the post competence of residents more efficiently.

     

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