基于小组的混合学习外科技能培训：一项随机对照研究

IF 2.1 3区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Surgical Education Pub Date : 2025-09-11 DOI:10.1016/j.jsurg.2025.103699

Guang Zhang MD , Yin Cao MD , Xiaozhi Zhao MD , Xinhua Zhu MD , Kaikai Mao MD

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引用次数: 0

摘要

目的探讨强化混合学习方法能否有效解决医学生进入临床实习后的外科操作能力差距问题。设计一项随机对照试验，63名南京大学医学院本科三年级学生参与。干预组通过三合会学习小组进行线上线下的综合课程，而对照组则接受传统的面对面培训。在3个月的干预期后，通过客观结构化临床检查（OSCE）和综合满意度调查评估结果。本研究在中国南京南京大学医学院进行。研究对象医学院三年级本科生。结果混合学习队列在技术技能评估方面的整体表现显著高于对照组（p <； 0.05），在手术衣/手套穿戴技术、切口创建和伤口闭合、伤口敷料管理和缝线拆除、肠吻合等方面具有显著优势。手术洗手熟练程度组间差异无统计学意义（p = 0.095）。虽然两组之间的总体课程满意度水平具有可比性，但混合式学习参与者报告的技能保留信心（p = 0.03）和获得性能力的感知临床相关性（p = 0.01）显著提高。结论与传统的教学方法相比，增强的混合学习模式显著提高了外科技能的习得，特别是通过小组协作学习结构实施时。这种方法保持了相当的学习者满意度，同时更好地为学生准备手术技术的临床应用。本研究为强化混合学习模式在医学教育中的有效性提供了证据。

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Group-Based Blended Learning for Surgical Skills Training: A Randomized Controlled Study

Objective

To investigate whether an enhanced blended learning approach can effectively address the surgical procedural competence gap in medical students entering clinical practice.

Design

A randomized controlled trial was conducted with 63 third-year undergraduate medical students from Nanjing University School of Medicine. The intervention group engaged in an integrated online-offline curriculum delivered through triad learning groups, while the control group received conventional in-person training. Outcomes were assessed through objective structured clinical examinations (OSCE) and a comprehensive satisfaction survey after a 3-month intervention period.

Setting

The study was conducted at Nanjing University School of Medicine, Nanjing, China.

Participants

Third-year undergraduate medical students.

Results

The blended learning cohort demonstrated significantly higher overall performance in technical skill assessments (p < 0.05), with notable advantages in surgical gown/glove donning technique, incision creation and wound closure, wound dressing management and suture removal, and intestinal anastomosis procedures. No significant intergroup difference was observed in surgical hand scrub proficiency (p = 0.095). While overall course satisfaction levels were comparable between groups, blended learning participants reported significantly greater confidence in skill retention (p = 0.03) and perceived clinical relevance of acquired competencies (p = 0.01).

Conclusions

The enhanced blended learning model significantly improves surgical skill acquisition compared to traditional teaching methods, particularly when implemented through small-group collaborative learning structures. This approach maintains comparable learner satisfaction while better preparing students for the clinical application of surgical techniques. The study provides evidence for the effectiveness of the enhanced blended learning model in medical education.

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来源期刊

Journal of Surgical Education EDUCATION, SCIENTIFIC DISCIPLINES-SURGERY

CiteScore

5.60

自引率

10.30%

发文量

261

审稿时长

48 days

期刊介绍： The Journal of Surgical Education (JSE) is dedicated to advancing the field of surgical education through original research. The journal publishes research articles in all surgical disciplines on topics relative to the education of surgical students, residents, and fellows, as well as practicing surgeons. Our readers look to JSE for timely, innovative research findings from the international surgical education community. As the official journal of the Association of Program Directors in Surgery (APDS), JSE publishes the proceedings of the annual APDS meeting held during Surgery Education Week.