【摘要】：目的:通過可視化教學(xué)在氣管插管操作教學(xué)中的應(yīng)用,并與傳統(tǒng)教學(xué)方法進(jìn)行比較,以學(xué)生的氣管插管操作成功率、用時(shí)、考核成績(jī)、操作造成患者口腔軟組織(口唇、牙齒(齦)、舌體、咽喉)損傷及刺激患者迷走神經(jīng)反射致心率減慢的例數(shù)等為評(píng)價(jià)指標(biāo)。研究可視化教學(xué)在提高學(xué)生氣管插管操作能力和減少患者損傷等方面的作用,從而進(jìn)一步驗(yàn)證可視化教學(xué)在氣管插管操作教學(xué)中的應(yīng)用效果。方法:選取2016年1-12月在我院麻醉科進(jìn)行臨床輪轉(zhuǎn)實(shí)習(xí)的麻醉系學(xué)生40名。按實(shí)習(xí)時(shí)間順序進(jìn)行隨機(jī)分組(n=20),2016年1月-6月實(shí)習(xí)的20名學(xué)生為對(duì)照組,2016年7月-12月的20名為實(shí)驗(yàn)組。在氣管插管操作實(shí)踐教學(xué)中,對(duì)照組采用傳統(tǒng)教學(xué)方法,實(shí)驗(yàn)組在傳統(tǒng)教學(xué)方法的基礎(chǔ)上加入可視化教學(xué)。學(xué)生進(jìn)行臨床實(shí)踐,收集學(xué)生臨床實(shí)踐操作數(shù)據(jù),對(duì)兩組學(xué)生操作情況及對(duì)患者的影響進(jìn)行分析。結(jié)果:1.對(duì)照組和實(shí)驗(yàn)組學(xué)生氣管插管操作成功率(83.6%vs 65.3%)、用時(shí)(56.8±18.7s vs 64.1±19.3s)、考核成績(jī)(87.7±5.3vs73.0±4.3)比較差異均有統(tǒng)計(jì)學(xué)意義(P0.05)。2.對(duì)照組和實(shí)驗(yàn)組學(xué)生氣管插管操作造成患者口唇(50 vs 26)、牙齒(齦)(25vs 11)、舌體(30 vs 13)、咽喉(35 vs 10)損傷例數(shù)及操作刺激迷走神經(jīng)導(dǎo)致心率減慢的例數(shù)(14 vs 6)比較差異均有統(tǒng)計(jì)學(xué)意義(P0.05)。3.兩組學(xué)生氣管插管操作的學(xué)習(xí)曲線圖得出,實(shí)驗(yàn)組掌握氣管插管操作技能需操作訓(xùn)練18次,而對(duì)照組需23次。結(jié)論:1.可視化教學(xué)有利于提高學(xué)生氣管插管操作成功率和操作成績(jī)。2.可視化教學(xué)有利于縮短學(xué)生氣管插管操作用時(shí)。3.可視化教學(xué)有利于減少氣管插管操作對(duì)患者的口腔軟組織的損傷。4.可視化教學(xué)教學(xué)效果明顯。
[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 鹵18.7s vs 64.1 鹵19.3s). The results of examination (87.7 鹵5.3vs73.0 鹵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.
【學(xué)位授予單位】：山西醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：R-4;G642

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