SPOC教学模式联合3D生物打印模型复杂气道在麻醉科实习生气管插管临床教学中的效果分析

Effect Analysis of SPOC Teaching Model Combined with 3D Bioprinted Model of Complex Airway in Clinical Teaching of Tracheal Intubation for Anesthesiology Interns

摘要: 目的：旨在探讨小规模限制性在线课程(SPOC)教学法联合3D生物打印模型技术在麻醉科复杂气道插管的临床实习教学中的应用效果。方法：将76名本科实习生随机分为传统教学组、SPOC教学组和SPOC联合3D生物打印模型(SPOC + 3D)教学组，其中传统教学组40人，SPOC教学组和SPOC + 3D教学组各18人。传统教学组以1例复杂气道及插管相关知识进行教学；SPOC教学组提前在教学平台上发布教学视频，然后采用小班模式进行现场教学；SPOC + 3D组除上述模式外，还应用3D生物打印实体复杂气道模型进行现场授课。我们对不同组实习生的教学兴趣程度采用调查问卷进行反馈，教学的效果采用知识考核和临床操作要点的方式进行考核。结果：首先以实习同学自评得分进行分析，在感兴趣程度、注意力集中程度、疾病认知程度、满意度方面，SPOC + 3D教学组的分项得分及总分均显著高于SPOC教学组及普通教学组，差异均具有显著统计学意义(P < 0.001)；SPOC教学组在分项及总分方面的得分显著高于普通教学组(P < 0.05)。在考核方面，SPOC + 3D教学组学生的理论知识考核得分、临床操作要点考核得分以及考核总分均显著高于SPOC教学组及单纯教学组，差异具有显著统计学意义(P < 0.05)；而SPOC教学组在这方面的考核得分虽比普通教学组高，但未达到显著性水平(P > 0.05)。结论：SPOC教学联合3D生物打印模型的综合教学模式能够增加麻醉科实习同学在复杂气道插管临床实践中的兴趣，使得实习同学能够更加有效地理解和掌握相关的知识。

Abstract: Objective: To explore the effect of small-scale limited online course (SPOC) teaching method combined with 3D bioprinting model technology in clinical probation teaching of complex airway intubation in the anesthesiology department. Methods: A total of 76 interns were randomly divided into traditional teaching group (40 students), SPOC teaching group (18 students) and SPOC combined 3D bioprinted model (SPOC + 3D) teaching group (18 students). The traditional teaching group received content of a case of complex airway and intubation. We released teaching videos on the teaching platform in advance for the interns of the SPOC teaching team, and then carried out on-site teaching in small class mode. In addition to the above models, the SPOC + 3D group also applied the 3D bioprinted solid complex airway model for on-site teaching. We used questionnaires to give feedback on the teaching interest of different groups of interns, and the teaching effects were assessed by knowledge assessment and case-based operation points. Results: Firstly, the self-rated scores of internship students were analyzed. In terms of interest, attention, disease cognition and satisfaction, the sub-scores and total scores of SPOC + 3D teaching group were significantly higher than those of SPOC teaching group and general teaching group, and the differences were statistically significant (P < 0.001). The scores of the SPOC teaching group were significantly higher than those of the general teaching group (P < 0.05). In terms of assessment, the theoretical knowledge assessment scores, clinical operation points assessment scores and total scores of students in SPOC + 3D teaching group were significantly higher than those in SPOC teaching group and simple teaching group, and the differences were statistically significant (P < 0.05). Although the score of SPOC teaching group was higher than that of ordinary teaching group, it did not reach a significant level (P > 0.05). Conclusion: The integrated teaching mode of SPOC teaching combined with 3D bioprinted model can increase the interest of anesthesiology interns in the clinical practice of complex airway intubation so that internship students can understand and master relevant knowledge more effectively.