可视化教学在气管插管操作教学中的应用研究
发布时间：2018-11-29 08:43
【摘要】：目的:通过可视化教学在气管插管操作教学中的应用,并与传统教学方法进行比较,以学生的气管插管操作成功率、用时、考核成绩、操作造成患者口腔软组织(口唇、牙齿(龈)、舌体、咽喉)损伤及刺激患者迷走神经反射致心率减慢的例数等为评价指标。研究可视化教学在提高学生气管插管操作能力和减少患者损伤等方面的作用,从而进一步验证可视化教学在气管插管操作教学中的应用效果。方法:选取2016年1-12月在我院麻醉科进行临床轮转实习的麻醉系学生40名。按实习时间顺序进行随机分组(n=20),2016年1月-6月实习的20名学生为对照组,2016年7月-12月的20名为实验组。在气管插管操作实践教学中,对照组采用传统教学方法,实验组在传统教学方法的基础上加入可视化教学。学生进行临床实践,收集学生临床实践操作数据,对两组学生操作情况及对患者的影响进行分析。结果:1.对照组和实验组学生气管插管操作成功率(83.6%vs 65.3%)、用时(56.8±18.7s vs 64.1±19.3s)、考核成绩(87.7±5.3vs73.0±4.3)比较差异均有统计学意义(P0.05)。2.对照组和实验组学生气管插管操作造成患者口唇(50 vs 26)、牙齿(龈)(25vs 11)、舌体(30 vs 13)、咽喉(35 vs 10)损伤例数及操作刺激迷走神经导致心率减慢的例数(14 vs 6)比较差异均有统计学意义(P0.05)。3.两组学生气管插管操作的学习曲线图得出,实验组掌握气管插管操作技能需操作训练18次,而对照组需23次。结论:1.可视化教学有利于提高学生气管插管操作成功率和操作成绩。2.可视化教学有利于缩短学生气管插管操作用时。3.可视化教学有利于减少气管插管操作对患者的口腔软组织的损伤。4.可视化教学教学效果明显。
[Abstract]:Objective: to compare the application of visual teaching in the teaching of tracheal intubation operation and compare it with the traditional teaching method. The number of cases of tooth (gingiva), tongue body, throat injury and heart rate slowing caused by stimulation of vagus reflex were the evaluation indexes. This paper studies the role of visual teaching in improving students' tracheal intubation ability and reducing patients' injury, so as to further verify the application effect of visual teaching in tracheal intubation teaching. Methods: 40 anesthetic students in our department of anesthesiology were selected from January to December 2016. According to the order of practice time, 20 students were randomly divided into two groups: the control group from January to June 2016 and the experimental group from July to December 2016. In the practical teaching of tracheal intubation, the control group adopted the traditional teaching method, and the experimental group added visual teaching on the basis of the traditional teaching method. Students carry on clinical practice, collect the data of students' clinical practice, and analyze the two groups of students' operation situation and the influence on patients. Results: 1. The success rate of tracheal intubation in the control group and experimental group was 65.3% (83.6%vs 65.3%), and the time was (56.8 卤18.7s vs 64.1 卤19.3s). The results of examination (87.7 卤5.3vs73.0 卤4.3) were significantly different (P0.05). Oral lip (50 vs 26), teeth (25vs 11), tongue body (30 vs 13) were induced by tracheal intubation in control group and experimental group. There were significant differences in the number of larynx (35 vs 10) injury and the number of cases (14 vs 6) induced by vagus nerve stimulation (P0.05). The learning curve of tracheal intubation in the two groups showed that the experimental group needed 18 training to master the skill of tracheal intubation, while the control group needed 23 times. Conclusion: 1. Visual teaching is helpful to improve the success rate and performance of tracheal intubation. 2. Visual teaching is helpful to shorten the operation time of tracheal intubation. 3. Visual teaching is helpful to reduce the oral soft tissue injury caused by tracheal intubation. 4. Visual teaching effect is obvious.
【学位授予单位】：山西医科大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R-4;G642
[Abstract]:Objective: to compare the application of visual teaching in the teaching of tracheal intubation operation and compare it with the traditional teaching method. The number of cases of tooth (gingiva), tongue body, throat injury and heart rate slowing caused by stimulation of vagus reflex were the evaluation indexes. This paper studies the role of visual teaching in improving students' tracheal intubation ability and reducing patients' injury, so as to further verify the application effect of visual teaching in tracheal intubation teaching. Methods: 40 anesthetic students in our department of anesthesiology were selected from January to December 2016. According to the order of practice time, 20 students were randomly divided into two groups: the control group from January to June 2016 and the experimental group from July to December 2016. In the practical teaching of tracheal intubation, the control group adopted the traditional teaching method, and the experimental group added visual teaching on the basis of the traditional teaching method. Students carry on clinical practice, collect the data of students' clinical practice, and analyze the two groups of students' operation situation and the influence on patients. Results: 1. The success rate of tracheal intubation in the control group and experimental group was 65.3% (83.6%vs 65.3%), and the time was (56.8 卤18.7s vs 64.1 卤19.3s). The results of examination (87.7 卤5.3vs73.0 卤4.3) were significantly different (P0.05). Oral lip (50 vs 26), teeth (25vs 11), tongue body (30 vs 13) were induced by tracheal intubation in control group and experimental group. There were significant differences in the number of larynx (35 vs 10) injury and the number of cases (14 vs 6) induced by vagus nerve stimulation (P0.05). The learning curve of tracheal intubation in the two groups showed that the experimental group needed 18 training to master the skill of tracheal intubation, while the control group needed 23 times. Conclusion: 1. Visual teaching is helpful to improve the success rate and performance of tracheal intubation. 2. Visual teaching is helpful to shorten the operation time of tracheal intubation. 3. Visual teaching is helpful to reduce the oral soft tissue injury caused by tracheal intubation. 4. Visual teaching effect is obvious.
【学位授予单位】：山西医科大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：R-4;G642
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